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i.  1908 


LIBRARY 

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University  of  California, 


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^  Class 


Compliments  of 
BRADLEY  POLYTECHNIC  INSTITUTE 

PEORIA,  ILLINOIS 

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BRADLEY  POLYTECHNIC 
INSTITUTE 


The  First  Decade 

1897-1907 


PEORIA.   ILLINOIS 


-  ^ 


o\ 


v^-^^ 

^i<^ 


To  LYDIA  BRADLEY 

Founder  of  Bradley  Polytechnic  Institute 
In  Loving  Remembrance 


167212 


Table  of  Contents. 


Introduction 7 

Summary  of  the  Tenth  Year 9 

Memorial  Addresses: 

O.  J.  Bailey — Introductory  Remarks 31 

T.  C.  Burgess— Mrs.  Bradley's  Relations  to  the  Institute 32 

W.  W.  Hammond— The  Development  of  the  Bradley  Estate.  35 

A.  W.  Small — Lydia  Bradley,  Her  Character  and  Work 41 

Tenth  Founder's  Day  Addresses: 

E.  O.  Sisson— The  First  Years 48 

W.  W.  Hammond— The  Early  Days  of  Planning 57 

Helen  Bartlett— The  Later  Years 65 

Director's  Tenth  Convocation  Statement 72 

Historical  Sketch: 

General  Statement 85 

Faculty  of  the  School  of  Arts  and  Sciences  (1907-8) 91 

Curriculum 97 

Administrative  System 104 

The  Horological  School 107 

Student  Activities 110 

Biographical  Sketches: 

Lydia  Moss  Bradley 119 

William  Rainey  Harper 127 

Edward  O.  Sisson 129 

Theodore  C.  Burgess 132 

Oliver  J.  Bailey : 135 

W.  W.  Hammond 136 

Complete  List  of  Trustees  and  Faculty  (1897-1907) 138 

Convocation  and  Founder's  Day  Orators  and  Addresses 151 

Public  Lectures 153 

College  Graduates 157 

Winners  of  the  University  of  Chicago  Scholarships 173 

Academy  Graduates 174 

Winners  of  Institute  Scholarships 178 

Statistical  Tables 179 


I 

I 


//  OJ--THE 


Introduction 


The  following  pages  commemorate  the  first  ten 
years  in  the  life  of  Bradley  Polytechnic  Institute.  How 
the  tenth  year  should  be  celebrated  was  early  consid- 
ered by  the  Institute  Faculty  and  Trustees.  After 
discussion  it  was  agreed  that  chief  emphasis  should  be 
laid  on  the  tenth  Founder's  Day  and  the  tenth  Convoca- 
tion. How  the  plan  was  executed  appears  below.  The 
work  was  placed  in  the  hands  of  the  following  com- 
mittees: 

General  Committee  of  the  Faculty 

Charles  A.  Bennett,  Chairman 

Helen  Bartlett  Frederic  L.  Bishop 

Clarence  E.  Comstock  Allen  T.  Westlake 

Charles  T.  Wyckoff 

Committee  on  Founder's  Day 

Charles  A.  Bennett,  Chairman 

George  C.  Ashman  Frederic  L.  Bishop 

Committee  on  Convocation  Week 

Helen  Bartlett,  Chairman 

Clinton  S.  VanDeusen  Allen  T.  Westlake 

Publication  Committee 

Charles  T.  Wyckoff,  Chairman 

Clarence  E.  Comstock  Wales  H.  Packard 

Theodore  C.  Burgess,  Director,  Ex-Officio  Member 
of  all  Committees. 

As  this  work  was  about  to  be  sent  to  press  Mrs. 
Bradley  began  to  suffer  from  what  proved  to  be  her 
final  illness.  This  volume  becomes  therefore  a  mem- 
orial of  her,  as  well  as  a  record  of  the  ten  years  during 
which  her  presence  inspired  the  activities  of  the  Insti- 
tute. 

(7)  May,  1908. 


Summary  of  the  Tenth  Year 

The  tenth  year  in  the  history  of  Bradley  Polytech- 
nic Institute  opened  with  the  registration  of  students 
and  beginning  of  class  work  September  twenty-fifth, 
1906.  The  attendance  was  practically  the  same  as  the 
previous  year,  which  reached  the  limit  of  the  capacity 
of  the  building.  The  enrollment  at  Horology  Hall  was 
noticeably  larger  than  at  any  time  before  during  cor- 
responding months.  The  registration  at  Bradley  Hall 
showed  a  remarkable  and  welcome  increase  in  the  num- 
ber of  college  students. 

Founder's  Day,  October  8th,  was  the  natural  date 
for  the  public  gathering,  and  for  this  event  a  most  ap- 
propriate and  satisfactory  program  was  planned  by  the 
committees  of  the  faculty  having  the  matter  in  charge. 
The  day  was  observed  as  a  holiday  but  circumstances 
made  it  necessary  to  defer  the  program  until  Friday, 
October  12th. 

Regular  school  exercises  were  continued  on  Friday 
during  the  forenoon  and  early  afternoon.  At  2:15  the 
student  body  marched  into  the  auditorium.  Almost 
every  student,  both  from  the  Horological  Department 
and  Bradley  Hall,  was  in  attendance.  There  were  also 
present  friends  of  the  Institute  from  the  city,  forming 
one  of  the  most  attractive  audiences  ever  gathered  on 
such  an  occasion.  The  Institute  organist,  Mr.  John  A. 
Johnson  presided  at  the  organ.  The  processional  was 
formed  as  follows:  the  student  body,  the  faculties  of 
the  school  of  Arts  and  Sciences  and  the  Horological 


10  Vbe  First  T>ecade 

School  in  full  academic  regalia,  the  trustees,  the 
speakers  of  the  day  and  Mrs.  Bradley. 

Mrs.  Bradley's  entrance  was  greeted  with  enthusi- 
astic applause. 

The  printed  program  was  as  follows: 

Processional — March  Triomphale         -         -         Callerts 

Invocation — Rabbi  Charles  S.  Levi,  D.D. 

Addresses — In  Recognition  of  Mrs.  Bradley's  Ninetieth 
Birthday  and  the  Tenth  Year  in  the  History  of  the 
Institute. 

Mr.  W.  W.  Hammond — Early  Days  of  Planning 
Dr.  E.  O.  Sisson — The  Opening  of  the  Institute — 

(To  be  read  by  the  Director) 
Miss  Helen  Bartlett — For  the  Faculty 
Mr.  Mark  Cowell — One  of  the  First  Students 
Professor  Albion  W.  Small — For  the  Trustees 

Recessional — Finale  from  the  Fifth  Symphony 

Beethoven 

The  admirable  sketch  of  the  events  and  circum- 
stances which  led  to  the  founding  of  the  Institute,  given 
by  Mr.  Hammond,  may  be  found  in  full  elsewhere;  also 
the  history  of  the  early  years  of  Institute  work  by 
Professor  Edward  O.  Sisson,  formerly  Director  of  the 
Institute  but  now  connected  with  the  University  of 
Washington,  read  for  him  by  Director  T.  C.  Burgess. 

Miss  Helen  Bartlett  spoke  most  acceptably  both 
as  regards  the  material  presented  and  the  manner  of 
delivery.  Mr.  Mark  Cowell,  one  of  the  first  students 
to  enroll  at  Bradley,  graduated  in  1903  and  has  since 


Summary  of  ^he  ^enth  Year  11 

completed  his  college  work  at  the  University  of  Michi- 
gan. He  spoke  briefly  of  the  Institute  from  the  points 
of  view  of  a  student  and  alumnus. 

Professor  Albion  W.  Small  of  the  University  oi 
Chicago  represented  the  Trustees.  His  remarks  were 
of  a  personal  nature  especially  appropriate  in  a  com- 
pany made  up  of  teachers,  trustees,  pupils,  Mrs. 
Bradley,  and  friends  of  the  Institute.  It  was  a 
family  gathering  in  which  one  might  express  his  inmost 
thoughts.  Dr.  Small's  address  was  extemporaneous 
and  only  a  meager  outline  of  his  thought  can  be  given 
here. 

There  is  a  tendency  everywhere  in  society  but 
especially  noticeable  among  the  young,  to  be  ungrate- 
ful, to  take  for  granted  the  benefits  derived  from  others^ 
to  criticise  rather  than  praise.  Even  where  gratitude 
is  felt,  it  is  too  often  unspoken  or  deferred  until  such 
words  are  too  late.  Dr.  Henson  wittily  expressed  the 
thought  when  he  said  "An  ounce  of  taffy  is  worth  a 
pound  of  epitaphy."  Mrs.  Bradley  is  still  with  us  and 
we  should  tell  her  in  plain  English  how  we  feel  toward 
her.  The  speaker  then  turned  to  Mrs.  Bradley  and  in 
touching  words  told  her  of  the  love  felt  for  her  because 
of  her  great  work  in  helping  the  cause  of  education  and 
in  teaching  young  men  and  women  to  think  and  act 
rightly.  He  referred  to  her  as  a  noble  illustration  of 
the  Biblical  phrase  "Not  slothful  in  business,  fervent 
in  spirit,  serving  the  Lord."  The  address  occupied 
about  twenty  minutes. 

At  the  close  of  these  exercises  announcement  was 


12  Vhe  First  T>ecade 

made  of  the  gift  by  Mrs.  Bradley  of  a  Gymnasium  to  be 
erected  during  the  next  school  year.  This  came  as  a 
complete  surprise  to  all  but  three  or  four  persons. 
There  had  always  been  the  general  expectation  that  the 
estate  would  at  sometime  provide  this  much  needed 
building,  if  it  could  not  be  secured  through  outside  gifts. 
The  appropriateness  of  making  this  provision  for  Physi- 
cal Culture  at  this  Founder's  Day  exercises  was  first 
suggested  in  a  conversation  between  Mr.  Bailey  and 
Director  Burgess  on  Friday  morning  but  it  was  not 
known  whether  Mrs.  Bradley  would  feel  able  or  willing 
to  make  this  gift  until  a  few  moments  before  passing 
to  the  platform.  The  announcement  was  received  with 
great  enthusiasm. 

After  the  program  at  Bradley  Hall  Mrs.  Bradley 
opened  her  home  on  Moss  Avenue  for  a  general  recep- 
tion. This  was  the  first  event  of  its  kind  since  the 
founding  of  the  Institute  and  proved  a  great  success. 
All  members  of  the  student  body  and  faculty  of  the  In- 
stitute and  friends  throughout  the  city  were  invited  to 
this  reception,  which  lasted  from  four  to  six.  The  in- 
vitation was  generally  accepted  and  her  spacious  home 
was  thronged  with  guests  during  the  entire  time.  The 
task  of  planning  and  conducting  the  reception  was  un- 
dertaken by  committees  of  the  faculty.  Mrs.  T.  C. 
Burgess  was  asked  to  assist  the  general  committee  in 
planning,  and  numerous  sub-committees  were  appointed. 
Most  willing  and  effective  work  -was  done  by  the  many 
who  assisted.  The  house  was  made  beautiful  by  an 
abundance  of   palms    and    cut   flowers.     An   orchestra 


(i8 


P 

,WH  ^-.  v^^^^H      J .            MtMi  ^■HI  ^^MV     ^^ 

Summary  of  ^he  '^entb  Year  13 

furnished  music.  Student  ushers  conducted  the  guests 
to  Mr.  O.  J.  Bailey  who  presented  them  to  Mrs.  Bradley. 
Director  Burgess  then  presented  each  to  the  second 
reception  group,  Mrs.  Baggs,  Mrs.  Burgess,  Mr.  W.  W. 
Hammond.  Miss  Bartlett,  Mesdames  Bennett,  Packard, 
Bishop,  and  Pfeiffer  assisted. 

The  occasion  was  one  long  to  be  remembered. 
Mrs.  Bradley  took  great  pleasure  in  greeting  her  friends 
and  especially  the  students,  many  of  whom  thanked  her 
most  warmly  for  the  newly  promised  gymnasium.  In 
spite  of  her  ninety  years  Mrs.  Bradley  was  not  wearied 
by  the  excitement  or  strain.  The  program  and  the  re- 
ception could  hardly  have  been  better  planned  or  ex- 
ecuted, and  the  whole  constituted  by  general  agreement 
one  of  the  most  successful  events  ever  held  at  Bradley. 

Among  the  more  important  events  of  the  year  may 
be  mentioned  the  annual  athletic  banquet  (Nov.  27), 
lectures  by  Professor  Paul,  of  the  University  of  Illinois, 
on  American  writers,  the  Annual  Spring  Concert  by  the 
Institute  Chorus  and  Orchestra  (April  16),  and  the 
Athletic  benefit  play  (May  10).  An  effort  was  made 
through  the  student  tribunes  in  the  council  to  enlist  the 
aid  of  the  students  in  bettering  some  features  of  school 
life.  Frequent  meetings  of  the  heads  of  departments 
were  held  to  discuss  the  future  of  the  Institute.  The 
immediate  occasion  of  these  meetings  was  Mrs.  Brad- 
ley's gift  of  a  gymnasium,  already  referred  to,  and  the 
question  of  its  location.  This  led  naturally  to  the 
thought  of  possible  future  expansion  and  the  other 
buildings  that  might  be  needed.     Special   lines  of  ex- 


H  Vbe  First  "Decade 

pansion  suggested  were  a  department  of  Music  and 
Public  Speaking,  Trade  courses  in  wood  and  metal, 
courses  in  Millinery  and  Dressmaking,  the  extension 
and  enrichment  of  the  courses  for  those  who  wish 
to  become  teachers  of  manual  training  and  domestic 
economy,  and  the  enlargement  of  the  engineering  group 
to  four  years.  This  would  encourage  young  men  who  now 
leave  in  our  third  or  fourth  years  for  Engineering 
schools  to  remain  here.  The  course  of  study  was  uni- 
fied and  made  more  logical  in  sequence,  especially  in 
the  engineering  group,  by  a  careful  revision.  The 
question  of  fraternities  was  thoroughly  discussed  not 
only  by  the  faculty  but  in  a  joint  meeting  with  the  par- 
ents. Members  of  the  fraternities  and  sororities  were 
heard  by  the  faculty  in  their  own  behalf.  The  discus- 
sion resulted  in  restricting  membership  in  these  organ- 
izations for  the  future  to  the  college. 

The  festivities  of  Convocation  week  opened  (June 
19th)  with  a  play,  given  by  members  of  the  faculty  in 
the  Elizabethan  style,  to  the  seniors  and  invited  guests. 
Parts  of  Shakespeare's  Julius  Caesar  were  used.  The 
work  of  recasting  the  selection  was  largely  done  by 
Mr.  Coffman.  Miss  Margaret  McLaughlin  prepared  the 
prologue,  which  gave  the  key  to  the  revised  play,  viz: 
that  Brutus  and  Caesar  met  their  death  because  they 
failed  to  obey  their  wives.  Thursday  morning  the 
seniors  presented  their  class  play,  written  by  mem- 
bers of  the  class,  and  entitled  "The  Conquest  of 
Theodosia."  This  was  followed  by  the  planting  of  the 
ivy  at  the  southeast  corner  of  Bradley  Hall. 


Summary  of  ^he  ^enth  Year  15 

In  the  afternoon  the  Alumni  held  their  business 
meeting,  and  in  the  evening  a  banquet  was  served  to  a- 
bout  300  guests,  at  the  Creve  Coeur  Club  House.  Mrs. 
Bradley,  though  nearly  ninety-one  years  of  age,  was 
present.  Mr.  O.  J.  Bailey,  president  of  the  Board  of 
Trustees,  called  on  Mr.  Gerard  T.  Smith,  superintendent 
of  the  city  schools,  for  a  word  of  greeting.  Mr.  Smith 
responded  as  follows: 

Ladies  and  Gentlemen^  Friends  of  Bradley  Institute: 
I  am  glad  indeed  to  stand  here  as  an  individual  and  as 
a  representative  of  the  public  schools  to  extend  our 
greeting  to  Bradley  Institute.  I  feel  that  we  can  con- 
gratulate Bradley  Institute  upon  this  her  tenth  birthday 
for  every  year,  every  day,  every  hour  of  her  life  these 
past  ten  years  in  which  she  has  been  giving  her  useful- 
ness and  strength  and  wealth  of  education  and  purpose 
to  the  city  of  Peoria.  We  congratulate  Bradley  Insti- 
tute upon  her  sturdiness  of  character  and  look  with 
expectation  to  her  future.  The  city  needs  Bradley; 
every  city  needs  a  Bradley.  To  the  city  of  Peoria  she 
is  a  most  valuable  asset.  We  need  in  this  city  the 
kind  of  men  and  women  that  make  Bradley — the  instruc- 
tors, the  professors,  whose  usefulness  and  worth  is  felt 
throughout  the  city. 

There  is  no  blessing  that  seems  to  me  greater  than 
two  years  of  college  work  right  here  in  our  midst  un- 
less it  should  be  four  years  which  may  be  the  case 
sometime  in  the  future.  As  a  public  school  we  need 
and  appreciate  the  influence  of  Bradley  and  we  do  not 


16  Vhe  First  "Decade 

think  of  her  as  a  competitive  school  but  a  sister  institu- 
tion, one  which  through  her  inspiration  and  richness  in 
higher  education  is  a  constant  aid  to  a  realization  of 
our  educational  ideals.  And  so  we  say,  as  public  school 
people,  long  live  Bradley,  and  we  hope  that  her  influence 
increasing  from  year  to  year,  may  become  tenfold 
greater  during  the  next  decade. 

In  introducing  Mr.  John  S.  Stevens  as  the  toast- 
master  of  the  evening,  Mr.  Bailey  said: 

Guests  of  Bradley  Polytechnic  Institute: — We  bid 
you  a  hearty  welcome  here  tonight.  In  these  spacious 
rooms  we  can  accommodate  more  people  than  could 
well  be  accommodated  in  our  dining  rooms  at  Bradley 
Hall  but  we  hope  that  possibly  on  our  next  recurring 
anniversary,  the  eleventh,  we  may  have  upon  the  cam- 
pus a  room  with  sufficient  space  in  which  to  accom- 
modate not  only  the  numbers  here  tonight  but  a  larger 
number  if  it  should  be  our  pleasure.  I  refer  to  the 
possibilities  in  the  Gymnasium  that  we  were  promised 
on  Founder's  Day  should  be  commenced  and  completed 
in  1908. 

I  bring  you  special  greetings  tonight  from  the 
founder  of  Bradley  Institute.  Her  expression  today  is 
one  of  gratitude  to  Almighty  God  that  through  these 
ten  years  in  the  formative  period  of  Bradley  Polytechnic 
Institute  she  has  been  privileged  to  be  with  us  and  to 
watch  the  progress  of  her  undertaking.  She  is  here 
with  us  tonight  in  these  festivities  in  reasonable  health 
and  strength  when  we  consider  that  on  the  31st  of  July 


Summary  of  '^he  '^enth  Year  17 

next  she  will  have  attained  her  full  ninety-one  years, 
should  she  be  spared  to  that  time.  I  am  sure  this  is  a 
pleasure  to  us  all.  I  am  sure  it  is  a  pleasure  to  this 
city  of  Peoria  that  one  of  its  citizens  should  have  un- 
dertaken and,  in  the  ten  years  that  have  passed,  ac- 
complished so  much. 

At  our  plates  tonight  are  strewn  beautiful  roses, 
red  roses.  I  want  to  say  that  Mrs.  Bradley  had  a  hand 
in  plucking  these  roses  from  her  own  profuse  bushes. 
The  rose  has  been  her  pride,  it  has  been  her  flower  and 
should  you  visit  her  garden  today  you  would  come  upon 
a  bower  of  beauty  that  is  inviting  and  inspiring.  I 
have  heard  of  people  who  had  almost  a  craze  for  gath- 
ering ancient  things,  old  furniture,  mahogany,  or  any 
old  thing.  Mrs.  Bradley's  craze,  if  she  has  one,  is  her 
roses,  and  I  am  privileged  to  hold  up  here  tonight  a 
rare  touch  of  beauty  plucked  from  a  bush  that  was 
brought  first  from  the  home  of  Mrs.  Bradley's  mother 
in  Boone  County,  Kentucky,  to  the  home  in  Indiana 
where  Mrs.  Bradley  was  born  and  from  that  old  home, 
her  birth  place,  to  her  yard  in  Peoria.  It  is  a  beauti- 
ful bush  and  it  is  a  beautiful  flower  and  through  all  the 
years  of  her  life  it  has  been  giving  off  its  fragrance 
and  beauty  and  it  is  here  as  an  emblem  of  her  love  to- 
night. I  suggest  that  hereafter  Bradley  Polytechnic 
Institute  make  the  rose  its  flower. 

Mrs.  Bradley  has  found  satisfaction  and  pleasure 
in  helping  not  only  her  generation  but  future  genera- 
tions with  her  endowment  of  Bradley  Polytechnic  Insti- 
tute.    She  hopes    that  this  beginning  may  be  only  a 


18  Vhe  First  T>ecade 

foretaste  of  what  the  years  to  come  may  bring.  She 
has  felt  satisfied  in  what  has  been  accomplished  by  the 
faculty  first  chosen  for  Bradley  and  by  those  since  add- 
ed to  their  number.  She  believes  and  so  do  we  all  that 
they  have  been  possessed  of  an  earnest,  faithful  spirit 
which  has  had  in  mind  the  best  good  of  every  boy  and 
girl  that  comes  within  the  walls  of  Bradley  Hall. 

Now  it  is  my  great  honor  and  pleasure  to  present 
as  the  toastmaster  on  this  occasion,  on  this  anniversary 
occasion,  one  who  I  believe  I  am  safe  in  saying  has  de- 
voted more  time  and  more  energy  and  more  earnestness 
toward  helping  the  lines  of  education  in  our  city  than 
has  any  other  within  our  borders  today.  I  present  to 
you  the  Honorable  John  S.  Stevens. 

Mr.  Stevens  spoke  in  response  as  follows: 

This  year  for  the  first  time  in  my  long  residence  in 
the  city  of  Peoria  it  has  been  my  privilege  to  attend  a 
banquet  given  in  honor  of  education  and  the  educators 
of  the  city  of  Peoria.  A  few  weeks  ago  I  had  the  op- 
portunity extended  by  the  women  teachers  of  the  city 
schools  to  attend  a  banquet  given  by  them  in  their  hall. 
I  esteemed  the  honor  highly  and  I  do  tonight  and  I  want 
to  congratulate  you  upon  this  event.  Until  the  present 
time  Peoria  has  not  seemed  to  waken  to  a  true  apprecia- 
tion of  those  who  have  spent  their  lives  and  efforts  in 
educating  the  children  of  the  city.  But  now  a  better 
day  is  coming.  Something  beside  material  interests 
gathers  us  here  to  greet  those  to  whom  is  committed 
th^  care  of  the  children  of  this  city.     It  is  a  matter  of 


Summary  of  ^he  ^enth  Year  19 

congratulation  that  so  many  have  come  here  tonight  to 
consider  the  work  of  Bradley  Institute.  The  first  de- 
cade has  past.  The  Institute  has  never  assumed  the 
prominence  that  it  deserves.  It  has  never  been  given 
by  advertising  outside  of  our  city  through  the  city 
press,  the  reputation  and  value  that  it  ought  to  have 
had.  It  has  done  its  work  quietly  and  persistently  and 
we  come  here  tonight  with  graduates  and  alumni 
for  the  first  decennial  banquet  of  the  Institute.  It 
is  fortunate  that  Mrs.  Bradley  can  come  and  meet  with 
us.  Every  institution  loves  to  have  a  background. 
Girls  and  boys  say  they  select  this  or  that  college- 
Yale,  Harvard,  in  preference  to  other  institutions  of  the 
country  because  these  institutions  have  a  background. 
Almost  every  man  and  woman,  every  member  of  the 
family  loves  to  feel  that  he  has  an  ancestry;  and  so  it 
is  with  institutions.  Now  we  can  come  at  the  end  of 
ten  years  and  feel  that  Bradley  Institute  has  a  back- 
ground. We  have  alumni  who  have  been  a  credit  to 
the  institution  and  as  time  goes  on  there  will  be  an  in- 
crease in  the  services  performed  by  them  for  the  good 
of  mankind. 

There  is  another  thing  that  pleases  me  beyond  ex- 
pression. I  have  taken  deep  interest  in  the  city  schools 
of  Peoria.  We  meet  here  tonight  representatives  of 
the  public  schools  and  Bradley  Institute  on  common 
ground  and  we  strike  hands  in  a  common  purpose,  a 
common  subject.  There  is  no  spirit  of  jealousy  or  envy 
and  there  is  nothing  that  will  separate  the  public 
schools  and  Bradley  Institute.     They  can  supplement 


20  ^he  First  T>ecade 

each  other  in  securing  the  best  results  and  I  feel  like 
congratulating  them  for  this  appearance  of  common  use- 
fulness and  interest.  When  you  stop  to  think  that 
these  teachers  who  are  here  tonight,  and  others  who 
are  going  out  to  be  teachers,  are  the  factors  in  forming 
not  only  society  but  in  building  up  the  intellectual  and 
moral  character  of  this  community  there  should  be  no 
jealousy,  no  envy.  Every  man  and  woman  ought  to  feel 
alike  and  do  their  best,  remembering  that  they  have  a 
common  object,  to  educate  the  masses,  to  render  the 
foundation  more  stable  on  which  our  education  rests. 
You  are  part  of  the  great  army  of  over  500,000  who  are 
helping  to  educate  the  children  of  our  land.  Over  one 
fifth  of  the  population  of  America  is  brought  under 
your  influence  as  teachers  and  you  can  realize  the  im- 
portance of  the  position  you  occupy. 

You  will  be  compelled  often  to  take  the  places  of 
fathers  and  mothers  in  building  up  character  in  these 
children.  Remember  it  is  your  life  work,  that  you  are 
responsible  for  the  development  of  right  character, 
that  you  are  working  for  the  good  of  the  country.  I 
congratulate  you,  teachers  of  Bradley  and  teachers  of 
the  city  schools  for  the  harmony  that  exists.  Let  it 
never  be  disturbed.  Teachers  in  Bradley,  teachers  in 
the  city  schools,  resolve  that  you  will  work  more  earn- 
estly in  the  future  than  in  the  past,  with  more  zeal, 
with  more  energy,  so  long  as  you  possess  this  high  pos- 
ition, for  the  betterment  of  the  sons  and  daughters  of 
the  city  of  Peoria. 


Summary  of  ^he  ^enth   Year  21 

The  toastmaster  then  announced  the  other  speak- 
ers of  the  evening.     Their  names  and  responses  follow: 

Dr.  Charles  T.  Wyckoff. 

Mr.  Toastmaster  and  Friends  of  Bradley  Institute: 
If  we  trace  the  beginnings  of  the  University  in  the 
Middle  Ages  we  find  it  consisted  of  one  or  more  teach- 
ers and  one  or  more  pupils  and  an  equipment  of  a  room 
with  a  little  straw  on  the  floor  or  a  few  rude  benches. 
We  can  boast  more  than  that  for  we  have  here  tonight 
our  Founder,  and  representatives  of  our  faculty,  trust- 
ees, students,  alumni,  friends  and  supporters,  so  that 
we  may  well  consider  ourselves  a  full  fledged  school 
and  speak  of  "Our  First  Decade".  Among  the  Heb- 
rews it  was  the  custom  to  make  much  of  the  12th  year 
in  a  boy's  life.  He  then  became  a  "son  of  the  Law" 
and  was  admitted  to  an  intimate  share  in  the  social, 
political  and  religious  life  of  his  people.  We  have 
reached  much  the  same  position  tonight.  We  have 
completed  the  first  ten  years  of  our  life  as  a  school. 
We  have  had  the  trials — I  might  almost  say  the  dis- 
eases— incident  to  childhood.  But  the  attacks  have 
been  light  and  we  have  come  through  with  our  vitality  un- 
impaired, ready  to  enter  the  future  with  joy,  hope  and 
courage.  We  have  won  a  place  for  ourselves  in  the 
educational  world.  About  the  only  thing  necessary  to 
make  us  a  "leading  institution"  is  that  our  faculty 
should  be  made  eligible  to  the  Carnegie  Pension  fund. 

Many  of  our  number  have  gone  to  higher  institu- 
tions of  learning  and  others,  in  the  business  world,  have 


22  "^be  First  T>ecade 

made  places  of  honor  for  themselves.  We  want  to  have 
this  good  work  go  on.  We  have  sometimes  been  thwart- 
ed in  our  good  purposes  for  the  boys  and  girls,  the 
young  men  and  women  of  this  region  but  as  a  rule  we 
have  seen  them  grow  under  our  direction  in  mind  and 
character.  This  is  the  highest  reward  for  the  teacher 
and  the  student.  We  rejoice  especially  that  our  found- 
er, Mrs.  Bradley,  has  been  spared  to  us  during  these 
ten  years  to  share  in  these  results  of  her  work. 

But  this  occasion  invites  us  to  look  forward  as  well 
as  backward.  Through  the  veil  of  time  and  with  the 
eye  of  faith  we  can  see  not  only  the  new  gymnasium, 
but  new  recitation  halls,  laboratories,  dormitories,  and 
all  that  makes  up  the  equipment  of  a  great  school,  and 
with  them  we  trust  may  come  the  attainment  of  still 
higher  standards  in  work  and  character.  As  General 
O.  O.  Howard  was  leaving  the  school  in  which  Booker 
T.  Washington  sat  as  a  boy,  he  said  "Boys,  what  mes- 
sage shall  I  take  back  to  the  people  of  the  North?" 
And  Booker  said  "Tell  them  we  are  rising,  sir."  That 
is  the  message  which  we  would  proclaim  tonight,  as 
our  motto  for  our  next  decade,  "We  are  rising,  sir,  we 
are  rising." 
Mr.  Louis  Ph.  Wolf. 

Mr.  Wolf,  editor  of  Die  Sonne,  responded  in  a 
happy  vein  to  the  toastmaster's  remarks  on  the  news- 
paper as  an  important  element  in  forming  public  opin- 
ion and  building  character.  The  Institute  regrets  that 
it  cannot  give  a  fuller  account  of  Mr.  Wolf's  response, 
which  was  entirely  extemporaneous. 


Summary  of  ^he  ^entb  Year  23 

Dr.  James  W.  Garner   (the  University  of  Illinois) 

Mr.  Toastmaster^  Ladies  and  Gentlemen: — I  should 
be  very  ungrateful  indeed  if  I  were  not  deeply  touched 
by  the  generous  compliment  which  Mr.  Stevens  has 
kindly  given  me.  I  count  it  a  very  high  honor  indeed 
to  be  permitted  to  take  part  in  the  exercises  of  this 
occasion,  commemorating  in  a  way  as  they  do  the  10th 
anniversary  of  the  founding  of  Bradley  Institute.  Al- 
though not  an  alumnus  in  a  technical  sense  of  the 
word,  in  the  sense  of  being  a  holder  of  one  of  its  de- 
grees, I  hope  in  a  wider  and  larger  sense  I  may  estab- 
lish an  equitable  right  to  be  considered  as  one  of  the 
sons  of  the  noble  institution  whose  friends  are  gathered 
around  these  tables.  In  a  sense  I  am  here  to  represent 
the  ex-members  of  Bradley  Institute  faculty,  the  rest- 
less, disloyal,  rolling  stones  who  knowing  not  their  own 
minds  have  wandered  away  in  search  of  greater  rewards. 
I  am  very  glad  to  say  the  number  is  not  very  large,  for 
I  have  observed  that  those  who  have  once  been  admitted 
to  the  Bradley  circle  have  not  been  easily  drawn  away. 
It  has  always  been  a  source  of  pride  to  me  that  I 
should  have  begun  my  career  as  a  teacher  in  Bradley 
Institute  here  in  a  city  of  culture,  in  a  school  of  high 
standard,  where  I  had  for  my  associates  men  and  women 
of  the  highest  culture  and  refinement.  Under  such 
conditions  the  years  could  not  have  been  otherwise  than 
years  of  intellectual  inspiration  and  of  mental  and  social 
achievement.  To-night  our  memories  naturally  go  out 
in  tender  affection  to  those  former  members  of  Bradley 
Institute  who  are  not  with  us.     First  of  all  to  Mr.  Sisson, 


24  'TTbe  First  T>ecade 

the  first  Director  of  the  Institute,  the  man  who  organ- 
ized the  institution  and  steered  it  through  its  early 
difficulties;  one  honored  and  trusted  by  the  late  Presi- 
dent Harper,  loved  and  honored  by  all  his  students  and 
associates,  a  rare  man  indeed,  whose  coming  to  Peoria 
was  a  good  fortune  to  Bradley,  his  going  regretted  by 
all. 

To  E.  P.  Lyon,  the  very  soul  of  honor,  genial,  good 
natured,  optimist,  bubbling  over  with  good  and  whole- 
some humor,  hail-fellow-well-met  with  all  his  acquaintan- 
ces, yet  withal  a  scholar,  serious  and  earnest ;  not  a  man 
who  would  trifle  with  facts  but  a  careful  investigator,  an 
excellent  teacher,  a  loyal  friend  and  an  admirable 
character;  to  Mrs.  Kedzie,  who  taught  us  to  stand  in 
awe  whenever  the  name  of  Domestic  Science  was  pro- 
nounced, who  traveled  up  and  down  the  state  convincing 
the  masses  that  cooking  was  one  of  the  fine  arts  and 
that  proper  eating  was  an  accomplishment  of  rare 
achievement,  and  who  finally  decided  to  practice  what 
she  preached  by  getting  married  and  establishing  a 
home  of  her  own. 

To  James  B.  Garner,  excellent  teacher  of  Chemistry; 
to  the  long  line  of  art  teachers  who  by  their  accomplish- 
ments were  frequently  called  to  other  spheres — to  all 
of  these  our  thoughts  go  out  tonight.  I  wish  they 
were  all  here.  I  am  sure  wherever  they  are  their 
thoughts  are  with  us  and  their  good  wishes  for  us. 

As  I  look  back  over  the  last  ten  years  of  Bradley 
history  I  am  compelled  to  believe  that  its  future  may 
be  more  brilliant  even  than  the  past.      I  know  of  no 


Summary  of  ^he  ^enth  Year  25 

institution  in  this  country  of  this  kind  which  is  doing 
so  well  its  work,  doing  it  so  quietly,  with  so  little 
ostentation  and  so  little  pretense.  Bradley's  history 
during  these  ten  years  has  been  a  history  of  steady 
development  and  of  quiet  and  solid  achievement.  It  has 
abundantly  established  the  purpose  of  its  existence  and 
fulfilled  the  expectations  of  its  founder.  It  ought  to 
have  its  field  of  usefulness  enlarged  and  its  opportunities 
ought  to  be  increased.  Situated  in  one  of  the  most 
wealthy  cities  of  the  west,  it  deserves  the  support  of 
the  wealthy  people  of  this  city.  I  say  all  honor  to  the 
generosity  of  the  founder  which  has  maintained  it  and 
made  its  life  possible. 

Mr.  Victor  Dickson  (class  of  1905),  a  recent  grad- 
uate (June  1907)  of  the  Masachusetts  Institute  of 
Technology,  spoke  on  behalf  of  the  Bradley  Alumni. 
Mr.  Willis  B.  Coale  responded  for  the  graduating  class 
of  '07. 

Director  Burgess  called  for  brief  responses  from 
other  alumni  and  alumnae,  who  had  completed  their 
college  or  university  courses  elsewhere.  Anne  Kellogg 
'02,  represented  the  University  of  Chicago;  Julia 
Bourland  Clark  '03,  Smith  College ;  Montgomery  Rice 
'03,  the  University  of  Michigan;  Lillian  M.  Summers 
'03,  Northwestern  University;  Charles  K.  Benton  '04, 
Dartmouth  College ;  Florence  A.  Elsbree  '04,  Shurtleff 
College;  Marilla  E.  Cooper  '05,  Oberlin  College; 
Franklin  T.  Heyle  '06,  the  University  of  Illinois  ;  Nellie 
R.  Farley  '06,  the  University  of  Missouri. 

On  Friday  afternoon,  the  21st,  a  delightful  open  air 


26 


"Vbe  First  "Decade 


concert  was  rendered  by  the  Chicago  Oratorio  and 
Festival  Quartette.  The  steps  of  Bradley  Hall  formed 
the  stage  and  chairs  were  set  for  the  audience  in  the 
shadow  of  the  great  tower.  Groups  of  students  in 
holiday  dress  were  scattered  about  on  the  lawn  and  at 
either  side  were  booths  for  serving  frappe.  The  pro- 
gram follows : 

Trio  from  Shakespear  Song  Cycle  -  Wassell 

Mrs.  Tewksbury,  Mr.  Hedge,  Mr.  Hadley 


Down  the  Vale 
Sunbeams 

Springtide 
Spring  Song 


Mr.  Hedge 


Moir 
Ronald 

Greene 
Mackenzie 


Leoncavallo 


Verdi 


Salter 


Miss  Johnson 
Prologue  from  Opera  Pagliacci 
Mr.  Hadley 
Quartette  from  "Rigoletto" 

Mrs.  Tewksbury,  Miss  Johnson, 

Messrs.  Hedge  and  Hadley 

Autumn  Song  ) 

Come  Into  the  Garden,  Love  ) 

Mrs.  Tewksbury 
Quartette  Song  Cycle  ''The  Little  Sunbonnet"  -  Lohr 
Mrs.  Tewksbury,  Miss  Johnson, 

Messrs.  Hedge  and  Hadley 

In  the  evening  the  cycle  of  ten  years  was  completed 
by  the  Convocation  exercises  in  Bradley  Hall.  The 
address  by  Chancellor  E.  Benjamin  Andrews  was  full 
of  vigor  both  in  thought  and  delivery  and  held  the 
closest  attention  of  the  audience.      This  was  followed 


Summary  of  ^he  ^enth  Year  27 

by  the  annual  statement  of  the  Director,  found  else- 
where in  this  volume.  The  diplomas  were  conferred 
by  President  Harry  Pratt  Judson  of  the  University  of 
Chicago.     The  program  was  -as  follows : 

Processional — March  Pontificale  -  Hardy 

Invocation     -        The  Reverend  Harry  Foster  Burns 
Music — Chanson  Triste         -  -         Tschaikowski 

The  Convocation  Address — "Problems  of  Greater 
America" 

Chancellor  E.  Benjamin  Andrews 
The  University  of  Nebraska,  Lincoln,  Nebraska 
Music — Tam  O'Shanter's  Ride  -  Warren 

The  Annual  Statement  of  the  Director 
Solo — Faith  in  Spring  -  -  Schubert 

Harry  C.  Hammond 
Presentation  of  Diplomas 
Recessional — Polonaise  Militaire  -  Chopin 

Music  by  the  Bradley  Symphony  Orchestra, 
Mr.  Harold  Plowe,  Director. 

In  connection  with  these  exercises  the  Alumni  and 
Alumnae  gave  Mrs.  Bradley  a  loving  cup  which  was 
presented  on  their  behalf  by  Miss  Florence  Cutright  '05. 

Mrs.  Bradley  continued  in  her  usual  health  during 
the  summer  and  fall  of  1907.  She  was  unable  however 
to  visit  one  of  her  farms  on  her  birthday,  as  she  had 
done  for  a  number  of  years.  Early  in  December  she 
showed  increasing  signs  of  failure  though  still  able  to 
sit  up  and  in  full  possession  of  her  mental  faculties. 
With  the  opening  of  the  new  year  it  became  evident 
that  she  could  not  long  survive.  She  suffered  much 
pain,  yet  bore  it  with  great  fortitude,  refusing  opiates, 


28  Vbe  First  T>ecade 

because  she  wished  to  keep  her  mind  clear  to  the  last. 
She  finally  sank  into  a  semi-comatose  condition  but 
roused  to  complete  intelligence  a  few  hours  before  her 
death.  Her  spirit  passed  away  just  as  the  sun  was 
rising,  on  a  bright  winter  morning,  January  16th.  The 
following  days  were  equally  bright  and  pleasant.  Thus 
her  wish  for  clearness  of  mind  and  for  sunshine  at  the 
last  was  granted.  The  flag  at  the  Institute  and  at  the 
city  hall  were  placed  at  half  mast.  At  the  chapel 
service  Thursday  morning  reference  was  made  to  her 
life  and  death.  The  student  body  passed  out  quietly, 
the  organ  remaining  silent.  As  soon  as  arrangements 
for  the  funeral  exercises  were  completed  the  school 
was  called  together  and  dismissed  after  a  statement  by 
the  Director.  No  school  sessions  were  held  till  Mon- 
day, January  20th.  The  student  body  at  once  took  steps 
to  provide  a  floral  tribute,  consisting  of  a  blanket  of 
white  carnations,  with  the  letters  B.  P.  I.  in  red.  The 
seniors  attached  a  bit  of  crepe  to  their  class  pins. 
These  and  other  spontaneous  acts  proved  the  genuine 
sorrow  of  the  student  body  that  the  founder  would  no 
longer  meet  with  us  as  in  the  past.  As  the  funeral 
exercises  were  held  at  Mrs.  Bradley's  home  it  was 
decided  that  the  student  body  should  be  represented 
there  by  twelve  of  their  number,  the  student  members 
of  the  Council,  three  from  the  Horological  school  and 
three  appointed  by  the  Director.     The  names  are : 

College — Roy  Keller,  Edith  Love,  Roberts  Mann. 

Higher  Academy — Charles  Atwood,  Julia  Voorhees, 
Ethel  Summers, 


Summary  of  ^he  ^enth  Year  29 

Lower  Adademy — Mayo  Goss,  Frances  Burrill, 
Elizabeth  Cockle. 

Horological,  M.  R.  Smith,  Carlsbad,  New  Mexico, 
C.  H.  McClain,  Chicago,  Illinois, 
R.  G.  Newcomer,  Nampa,  Idaho. 

The  following  resolutions  were  passed  by  the 
student  body : 

Inasmuch  as  we,  the  student  body  of  Bradley  Insti- 
tute, realize  that  this  institution  has  been  to  our  beloved 
founder,  Mrs.  Lydia  Bradley,  as  the  child  of  her  later 
years,  the  object  of  her  every  thought  and  effort ;  and 
inasmuch  as  we  appreciate  the  benefits  which  her 
devotion  to  this  idea  has  conferred  upon  us,  we  hereby 
desire  to  express  our  profound  grief  at  our  loss  in  the 
death  of  her  whose  name  we  will  always  hold  in  loving 
memory. 

As  soon  as  it  was  known  that  Mrs.  Bradley  had 
died,  Mr.  Hammond,  Mr.  Bailey  and  Dr.  Burgess  met 
to  form  plans  for  the  funeral.  On  Friday  the  Trustees 
were  called  together  to  hear  the  reading  of  her  will  and 
to  provide  for  the  immediate  management  of  affairs. 
The  funeral  occurred  at  Mrs.  Bradley's  home  122  Moss 
Avenue,  on  Saturday,  January  18th  at  2:30  p.  m.,  the 
body  having  lain  in  state  for  the  visits  of  students  and 
friends  from  ten  to  twelve.  The  exercises  were  con- 
ducted by  President  Luther  B.  Fisher  of  Lombard 
College,  assisted  by  the  Rev.  G.  B.  Carpenter,  pastor 
of  the  Universalist  Church  of  Peoria.  The  music  was 
furnished,  at  Mrs.  Bradley's  request,  by  students  of  the 
Institute ; — Messrs.  George  Kellar,  R.  K.  Murdock,  Glen 
Ebaugh  and  Tasso  Lindsey.     The  honorary  pallbearers 


30  Vbe  First  T>ecade 

chosen  by  Mrs.  Bradley  were  O.  J.  Bailey,  T.  C. 
Burgess,  W.  W.  Hammond,  H.  P.  Judson,  J.  S.  Stevens, 
W.  E.  Stone,  A.  T.  Westlake,  C.  R.  Wheeler. 
The  active  pallbearers  were  F.  L.  Bishop,  C.  E. 
Comstock,  W.  H.  Packard,  W.  F.  Raymond,  C.  S. 
VanDeusen,  C.  T.  Wyckoff.  The  body  was  interred 
at  Spring-dale  Cemetery,  the  casket  being  covered  with 
the  blanket  of  flowers  furnished  by  the  students,  as  it 
was  lowered  to  its  last  resting  place. 

On  Sunday,  January  19th,  at  3  p.  m.,  a  memorial 
service  was  held  at  the  Institute.  A  large  company  of 
students  and  citizens  gathered  to  honor  the  memory  of 
the  founder.  Simple  emblems  of  mourning  were  draped 
upon  the  marble  bust  of  Mrs.  Bradley  and  upon  the 
speaker's  desk.  The  chair  usually  occupied  by  Mrs. 
Bradley  was  empty  save  for  the  decoration  of  a  wreath 
of  galax  leaves.  After  the  procession  of  the  faculty 
and  trustees  had  moved  to  the  platform  Mr.  O.  J.  Bailey, 
president  of  the  Board  of  Trustees,  announced  the  fol- 
lowing program  with  fitting  words  of  introduction : 
Organ — Processional  -  Miss  Mildred  Faville 

Scripture  Reading  and  Prayer  -  Dr.  W.  H.  Geistweit 
Hymn  -  -  -  Institute  Quartette 

Addresses — 

Mrs.  Bradley's  Relations  to  the  Institute 

Dr.  T.  C.  Burgess 

Historical  Sketch  -        W.  W.  Hammond 

Tribute  to  Mrs.  Bradley  -  Professor  A.  W.  Small 

Hymn  -  -  -  -  Quartette 

Benediction        -  -  -  Dr.  Geistweit 

Organ  Recessional  -  -  Miss  Faville 


Memorial  Addresses 

Introductory  Remarks 

Oliver  J.  Bailey. 

Mrs.  Bradley  left  very  few  requests  of  a  personal 
nature  but  a  prayer  of  her  heart  was  that  she  might  be 
laid  away  in  the  sunshine.  We  older  ones  who  were 
so  well  acquainted  with  her  habits,  who  knew  how  she 
delighted  in  nature,  in  its  fields  and  flowers,  in  all  that 
the  sunshine  helped,  can  appreciate  this  thought  on  her 
part  as  the  light  was  fading  away  from  her  vision.  It 
seems  to  me  that  the  sunshine  of  these  winter  days — 
days  as  beautiful  as  ever  graced  the  seasons  in  her  life- 
time— have  come  as  a  crowning  benediction  to  her 
memory. 

Life  is  activity  ever  unfolding  and  developing  its 
plans  and  purposes.  The  filled  grave  leaves  with  us 
but  a  memory  of  these  activities.  And  yet  who  will 
contend  that  death,  which  so  hushes  us  as  we  gather 
about  the  casket,  ends  all  here  or  hereafter.  There 
remains  a  pulsating  force  that  is  life,  that  will  vibrate 
on  and  on  through  the  ages,  and  these  activities  of  days 
gone  will  gather  new  power,  and  Mrs.  Bradley  will  still 
live  in  this  institution  of  her  endowment,  a  potent  force 
in  shaping  the  lives  of  boys  and  girls  yet  unborn. 
"There's  no  such  thing  as  death.  That  which  is  thus 
miscalled  is  life  escaping  from  the  chains  that  hath  so 
long  enthralled." 

I  believe  we  may  think  of   Mrs.    Bradley    as   still 

living  here  in  this  school  of  her  founding,  and  manifest- 

(i/) 


32  Vbe  First  T>ecade 

ing  that  strong,  rugged  character  so  well  portrayed  in 
the  unfolding  and  development  of  her  purposes  while 
present  in  the  body.  Such  a  life,  such  a  work  lives  on 
forever.  And  it  is  eminently  fitting  that  we  hold  in 
Bradley  Hall  these  memorial  services  in  which  words 
of  memory  and  appreciation  may  be  spoken,  recording 
for  future  generations  the  development  of  plans  and  the 
accomplishment  of  purposes  in  the  life  of  this  unpre- 
tentious though  most  worthy  and  noble  woman. 

Mrs.  Bradley's  Relations  to  the  Institute 

Director  T.  C.  Burgess. 

Others  will  give  the  interesting  story  of  Mrs. 
Bradley's  long  and  useful  life.  Others  will  enumerate 
her  many  gifts  to  the  city  of  Peoria  and  make  fitting 
reference  to  the  greatest  of  her  gifts — the  founding  of 
Bradley  Polytechnic  Institute.  Statement  in  full  detail 
has  been  made  at  other  times  of  the  thought  which 
inspired  this  gift  and  the  way  in  which  the  thought 
developed  in  her  mind  for  years  before  its  final  realiza- 
tion. It  is  mine  on  this  occasion  to  refer  briefly  to  her 
personal  relations  to  the  school  which  she  had  founded. 

It  is  a  matter  of  warm  congratulation  that  Mrs. 
Bradley  lived  to  become  in  a  true  sense  the  executor 
of  her  own  will  and  that  for  ten  years  she  has  had  the 
pleasure  of  seeing  what  had  else  been  but  a  dream  of 
the  future,  made  real  and  actual  in  the  present. 

Only  those  who  knew  her  well  and  saw  her  fre- 
quently could  know  what  calm  but  constant  joy  this 
gave  to  her.     There  is  ample  evidence  that  the  Institute 


o^rs.  ^radle^*s  T^elations  to  *^/»e  Institute  33 

in  its  ten  years'  history  has  adequately  fulfilled  her 
plans  and  wishes,  for  in  all  this  time  no  criticism  or 
suggestion  of  change  has  come  from  her.  The  Institute 
has  been  during  this  entire  time  the  consuming  object 
of  her  regard  and  her  chief  source  of  pleasure. 

During  all  these  years  her  visits  to  the  Institute 
have  been  frequent.  Rarely  has  Founder's  Day  or  a 
Convocation  passed  without  being  graced  by  her  pres- 
ence. The  warm  applause  which  always  greeted  her 
was  no  mere  form.  It  stood  for  a  genuine  appreciation 
and  affection  on  the  part  of  the  student  body.  I  wish  I 
had  time  to  read  to  you  some  of  the  letters  received 
since  her  death  from  Alumni  and  former  students 
expressing  their  deep  regard.  Her  last  visit  to  the 
Institute,  sometime  in  November,  only  a  little  more 
than  a  month  ago  was  a  typical  one.  As  you  know  she 
believed  in  work,  believed  in  it  for  herself  and  for 
others.  She  liked  to  see  people  at  work.  She  loved  to 
visit  the  classes  in  sewing,  cooking  or  shop  where  the 
processes  and  products  of  work  were  more  visible  than 
in  other  departments.  Some  months  ago  an  additional 
engine  was  needed.  Mrs.  Bradley  willingly  supplied 
the  castings  and  the  students  in  Machine  Shop  built  the 
engine.  Mrs.  Bradley  was  especially  interested  in  this 
work.  She  asked  me  a  great  many  questions  about  it 
and  her  last  visit  was  to  inspect  the  completed  work. 

There  has  been  much  discussion  recently  in  our 
magazines  and  newspapers  about  the  right  of  a  donor 
to  dictate  or  to  control  a  gift  when  once  it  has  been 
made.     The  opinion  universally  expressed  is  that  the 


34  "Vhe  First  T>ecade 

trustees  and  faculty  who  are  charged  with  the  adminis- 
tration of  such  a  trust  must  be  left  free  to  administer 
it  in  the  light  of  their  best  judgment  as  circumstances 
may  arise,  subject  only  to  the  original  limitations  placed 
upon  the  gift.  We  all  know  of  gifts  for  educational 
purposes — conspicuously  one  in  the  far  east  and  another 
in  the  far  west — where  the  administrative  officers  were 
greatly  hampered  in  the  one  case  by  embarrassing 
restrictions  and  in  the  other  by  constant  dictation  on 
the  part  of  a  donor  who  possessed  no  knowledge  of 
educational  aims  or  methods.  If  all  gifts  were  like  that 
of  Mrs.  Bradley  there  would  be  no  point  to  any  such 
discussion.  When  once  she  had  given  her  plans  and 
her  funds  into  the  hands  of  trustees  whom  she  had  her- 
self chosen  and  in  whom  she  reposed  implicit  confidence 
— a  confidence  which  has  remained  unshaken  through- 
out these  ten  years — she  kept  herself  in  the  background 
and  left  to  them  the  execution  of  her  plans.  She  has 
never  to  my  knowledge  dictated  or  interfered  with  the 
free  action  of  either  trustees  or  faculty  and  this  I  take 
it  is  due  chiefly  to  two  things.  First,  the  management 
of  the  institution  has  been  in  general  to  her  satisfaction. 
Second,  and  chiefly,  it  is  due  to  a  certain  innate  good 
sense — a  sort  of  sanity  of  mind  which  I  regard  as  one 
of  her  strongest  and  most  attractive  qualities. 

It  has  been  one  of  the  few  pleasures  which  attend 
my  position  as  Director  to  call  every  few  days  upon 
Mrs.  Bradley  at  her  home.  My  own  experience  I  find 
agrees  with  that  of  my  predecessor.  Frequently  I  have 
asked  her  views  upon  some  questions  which  were  under 


t^rs.  Sradley's  l^elations  to  Vhe  Institute  35 

discussion.  I  invariably  received  the  answer  "I  have 
placed  the  management  of  the  Institute  in  the  hands  of 
the  Trustees  and  Faculty.  Let  them  use  their  own 
judgment.  I  have  no  knowledge  of  such  matters.  I 
have  full  confidence  in  them.  Whatever  they  decide 
will  please  me."  This  sort  of  an  answer  however  did 
not  mean  a  lack  of  interest.  She  was  always  eager  to 
hear  any  detail  connected  with  the  school  and  few  know 
how  closely  she  kept  track  of  the  work  of  teachers  and 
scholars.  I  shall  always  treasure  the  memory  of  my 
frequent  conversations  with  Mrs.  Bradley.  There  is 
but  one  adequate  return  which  we  trustees,  teachers, 
scholars,  can  make  to  Mrs.  Bradley  and  that  is  that  the 
result  of  our  time  and  effort  shall  be  each  year  a  body 
of  young  men  and  young  women  prepared  to  live  stronger 
more  noble  and  more  useful  lives  by  reason  of  her 
endowment. 

The  Development  of  the  Bradley  Estate 
W.  W.  Hammond. 

It  would  be  impossible,  in  the  time  I  shall  take  to- 
day, to  make  an  adequate  historical  review  of  Mrs. 
Bradley's  life,  or  even  of  her  business  career  since  I 
have  known  her.  I  have  selected  therefore  the  part 
of  her  business  career  in  which  you  will  perhaps  be 
most  interested  and  will  tell  you  how  Mrs.  Bradley 
accumulated  a  part  of  the  estate  with  which  she  endowed 
this  Institute.  Mr.  Bradley  left  an  estate  valued  at 
half  a  million,  which  by  good  management  had  grown 
to  a  million  dollars  when  I  first  became  acquainted  with 
Mrs.  Bradley's  affairs. 


36  "^he  First  Decade 

Twenty-two  years  ago  last  March  Mrs.  Bradley 
called  me  to  her  house  and  asked  me  to  become  her 
business  manager.  It  has  been  customary  to  meet  at 
her  house  every  morning  and  discuss  the  business 
transacted  the  day  before,  and  consider  new  business. 
The  collections  of  the  day  were  brought  to  her  in  en- 
velopes, with  the  names  and  amounts  endorsed,  and 
were  left  with  her  until  the  regular  date  for  depositing 
in  bank.  At  these  meetings  all  papers  necessary  to  be 
signed  were  presented  and  read  to  her,  before  she 
signed  them.  She  signed  all  her  checks  after  knowing 
what  they  were  for.  During  all  that  time  no  one  ever 
signed  Mrs.  Bradley's  name  for  her  to  a  check  or  a 
deed.  The  daily  report  was  never  omitted.  The  oc- 
casions when  her  health  interfered  with  business  were 
so  rare  that  I  cannot  remember  any.  The  only  time 
her  name  has  been  signed  by  any  one  for  her  has  been 
during  her  last  illness,  less  than  two  weeks.  No  in- 
vestment was  ever  made  without  full  report  to  her  and 
receiving  her  approval.  Even  before  March,  1885,  the 
plans  for  Bradley  Institute,  Bradley  Park,  and  the  Home 
for  Aged  Women  had  been  incorporated  in  her  will  and 
I  was  acquainted  with  them,  having  written  the  will. 
These  plans  were  constantly  in  mind,  and  everything 
was  done  with  reference  to  them.  Many  times  Mrs. 
Bradley  has  said  it  was  not  for  herself  but  for  the 
school  she  desired  to  make  the  money.  Her  personal 
expenses  were  extremely  small.  Economy  was  the  rule 
in  all  departments  of  the  business,  and  yet  there  was 
no  false  economy.     Wise  liberality  could  be  depended 


Co 

I 
I 

I 


'^he  T>e\>elopment  of  ^he  Bradley  Estate  37 

Upon  where  good  results  were  reasonably  sure.  The 
history  of  the  growth  of  the  plans  for  Bradley  Institute 
has  been  told  on  former  occasions,  and  is  now  a  part  of 
the  permanent  records  of  the  Institute  and  will  be 
published  in  the  Decennial  Report  of  Bradley  Institute 
at  an  early  date. 

I  should  like  now  to  tell  you  something  of  the 
growth  of  the  estate  necessary  to  carry  these  plans  in- 
to effect.  How  can  a  million  dollars  be  made  in  twelve 
years?  Can  it  be  done  without  hardship  or  oppression 
to  any  one?  Is  it  possible  to  do  it  and  at  the  same  time 
benefit  the  people,  the  city  and  the  communities  where 
the  profits  are  earned?  The  record  of  Mrs.  Bradley's 
business  from  1885  to  1897  shows  that  she  added  a 
million  dollars  to  her  estate  during  that  time.  How 
was  it  done? 

Mr.  Bradley  had  invested  largely  in  acre  property 
then  adjoining,  now  included  in,  the  City  of  Peoria. 
At  the  time  I  became  acquainted  with  the  property, 
Bradley's  First,  Second  and  Third  Additions  had  been 
laid  out  in  Section  Eight,  just  south  of  the  Bradley 
residence.  The  lots  were  selling  at  $200.  A  few  years 
later  I  finished  selling  out  these  additions,  getting  at 
the  last  $1,000  a  lot.  Bradley's  Fourth  Addition,  Lydia 
Place,  Bradley's  Subdivision  around  the  Institute,  The 
Uplands,  and  other  additions  followed  the  same  course. 
Partly  because  of  the  natural  growth  of  the  city,  but 
more  largely  I  believe  because  of  wise  encouragement 
to  the  home  builder,  the  additions  laid  out  by  Mrs. 
Bradley  have  grown  in  population  and  value;  those  who 


38  ^he  First  T>ecaQe 

bought  of  her  have  been  benefited  more  largely  than 
she  was,  and  the  taxable  value  of  the  city  has  been  in- 
creased. Even  her  benefactions  have  redounded  to  her 
profit,  as  will  be  seen  in  the  development  of  this  im- 
mediate vicinity  by  the  presence  here  of  the  Institute; 
and  the  enhancement  of  the  Uplands  by  the  vicinity  of 
Laura  Bradley  Park. 

In  the  lending  of  money  Mrs.  Bradley  has  been 
uniformly  helpful  to  the  borrower;  seldom  has  she  had 
a  foreclosure,  never  has  she  called  in  a  loan  as  long  as 
the  interest  was  paid,  and  by  her  loans  she  has  helped 
to  build  nearly  every  church  in  the  city. 

But  in  her  development  of  farm  property  will  be 
found  perhaps  the  clearest  examples  of  her  methods  of 
making  money,  and  doing  good  at  the  same  time.  The 
first  instance  I  remember  is  the  Manito  Marsh.  In 
1885  the  drainage  of  that  marsh,  containing  5,000  acres, 
had  just  been  completed.  Mrs.  Bradley  had  been 
largely  interested  in  promoting  it.  She  owned  680 
acres,  which  she  had  bought  at  $10  per  acre.  She  built 
farm  buildings,  and  fences,  and  put  the  land  under  cul- 
tivation. But  the  crops  were  poor,  over  the  whole 
marsh.  Corn  did  not  fill  out  and  mature  but  continued 
green  until  frost  came,  and  the  result  was  soft  corn. 
For  a  few  seasons  we  thought  it  was  because  the  land 
was  wild,  but  it  did  not  improve  with  cultivation.  A 
sample  of  the  soil  was  sent  to  Champaign  for  analysis. 
The  result  showed,  by  comparison  with  good  rich 
prairie  soils,  that  the  marsh  land  was  even  richer  than 
the  best  black  prairie  soils  in  all  but  one  element.     It 


Vhe  T>evelopment  of  "CVie  ^radley  Estate  39 

lacked  potash.  We  were  advised  to  consult  the  State 
University  at  Purdue,  Indiana.  From  them  we  received 
reports  of  their  experience  with  similar  marsh  lands, 
and  learned  about  Kainit.  That  is  a  potash  salt  mined 
in  Germany.  A  car  load  was  ordered,  and  spread 
broadcast  on  100  acres  of  the  land  in  the  spring  before 
plowing  for  corn.  The  result  was  a  good  crop  of  solid 
ripe  corn  on  that  100  acres.  At  once  the  whole  neigh- 
borhood adopted  the  plan,  and  good  crops  have  been 
uniformly  secured  ever  since.  These  lands  are  now 
selling  for  $140  an  acre. 

In  another  case  Mrs.  Bradley  had  loaned  money 
upon  240  acres  in  Kilbourne  Township  in  Mason  County, 
and  the  mortgagor  had  abandoned  the  land  and  left  the 
country.  Mrs.  Bradley  had  given  a  tenant  three  years 
free  rent  to  clean  out  the  willows  and  get  the  land 
under  cultivation.  The  three  years  expired  and  she 
sent  me  to  see  if  the  work  had  been  done.  I  found  the 
land  in  the  edge  of  a  marsh,  extending  miles  along  the 
C.  P.  &  St.  L.  R.  R.,  covered  in  the  fall  with  wild  hay. 
There  was  no  outlet  for  the  water  and  the  tenant  had 
not  been  able  to  drain  the  land.  Upon  hearing  the 
report  of  the  situation  Mrs.  Bradley  decided  to  buy 
enough  more  of  the  wet  land  to  make  it  worth  while  to 
drain  the  whole  marsh.  She  secured  1,500  acres  more 
at  $33.33  per  acre,  organized  a  district,  drained  out  the 
country,  and  in  a  few  years  had  crops  growing  on  her 
lands.  These  lands  were  recently  sold  at  prices  rang- 
ing from  $100  to  $140  per  acre.  The  neighborhood  is 
the  most  fertile  in  that  part  of  Mason  County,  and  is  a 


40  ^Ae  First  Decade 

prosperous  and  beautiful  farming  country.  Everybody 
was  benefited  and  Mrs.  Bradley  was  $100,000  richer. 

Her  next  enterprise  was  larger.  She  bought  3500 
acres  of  land  in  the  Sangamon  River  bottom  near 
Chandlerville.  The  owners  had  no  money  to  make 
improvements  with,  and  only  the  high  spots  were  farmed. 
Mrs.  Bradley  drained  it,  cut  and  sawed  the  lumber  from 
the  land  for  farm  buildings  and  fences,  and  cleared  off 
the  timber.  Her  example  has  been  contagious,  and  the 
adjoining  lands  have  been  reclaimed,  improved,  roads 
built,  churches  and  schools  provided,  and  on  one  Sunday 
150  converts  were  baptised  on  her  land,  where  drinking 
and  hunting  had  formerly  been  the  order  of  the 
day.  The  values  have  increased  enough  to  indicate  a 
profit  of  more  than  $100,000,  and  the  community  has 
shared  in  her  prosperity. 

Even  now  her  latest  and  largest  undertaking, 
involving  the  redemption  of  10,000  acres  of  land  over 
which  there  has  never  been  a  road,  where  for  ten  miles 
in  either  direction  there  was  not  a  house,  is  nearing 
completion  and  soon  that  waste  of  wild  grass  and  brush 
will  be  a  farmers'  paradise.  The  profits  from  this  land 
have  been  promised  to  build  the  gymnasium.  But 
greater  benefits  will  accrue  to  the  community  where 
the  money  was  made  than  to  the  place  where  it  will  be 
spent. 

These  are  the  methods  by  which  Mrs.  Bradley  has 
made  $1,000,000  in  twelve  years. 

The  sons  and  grandsons  of  her  tenants,  succeed  to 
her  farms ;  her  farms   are  sought   after,  her   methods 


OFTHE 

UNIVERSITY 

OF 


*Z^he  'Development  of  ^he  ^radle^  Estate  41 

followed ;  homes,  churches,  schools,  roads,  prosperity 
and  happiness  follow  in  the  wake  of  her  enterprises. 
It  may  be  questioned  whether  Mrs.  Bradley  has  not 
done  more  good  in  the  making  than  in  the  spending  of 
her  fortune. 

Her  profits  were  not  the  "unearned  increment."  It 
was  not  her  way  to  make  her  investments  and  then 
wait  for  something  to  turn  up.  But  she  determined 
what  the  "thing"  was  which  would  cause  the  incre- 
ment, and  then  ^Hurned  it  up." 

Mrs.  Bradley  had  plans  for  the  future  of  the  Insti- 
tute which  have  never  been  made  public,  and  which 
cannot  be  announced  until  the  growth  of  the  estate 
makes  their  accomplishment  possible.  It  will  be  the 
task  of  her  trustees  to  bring  these  things  to  pass,  by  the 
same  methods  used  by  Mrs.  Bradley  in  her  lifetime. 

Lydia  Bradley — Her  Character  and  Work 

Albion  W.  Small  (University  of  Chicago). 

When  Mr.  Bailey  told  me  over  the  telephone  Thurs- 
day morning  that  Mrs.  Bradley  had  begun  her  long 
sleep  my  first  thought  was  of  gratitude  that  it  would 
not  be  a  belated  and  neglected  tribute  which  we  should 
pay  at  the  services  of  her  burial  and  at  this  memorial 
service.  It  has  many  times  been  our  privilege  as  it  is 
not  always  the  accepted  privilege  of  friends  during  the 
life  time  of  benefactors  to  express  candidly  and  frankly 
and  freely  to  Mrs.  Bradley  the  best  that  we  could  put 
into  words  of  the  appreciation  that  we  felt.  Nothing 
that  we  can  say  since  she  is  gone  from  us  can  be  more 


42  Vhe  First  T>ecade 

fitting  and  more  true  than  the  things  which  we  tried  to 
express  in  her  presence.  Mrs.  Bradley  does  not  need 
this  tribute.  It  is  due  as  an  accounting  which  we  give 
for  the  stewardship  of  our  acquaintance  with  her,  as  a 
test  of  our  understanding  of  the  meaning  of  her  life.  I 
have  seen  an  artist  model  a  statue  and  I  have  seen 
friends  of  the  subject  look  upon  the  incomplete  model 
and  suggest  alterations  by  which  the  statue  would 
more  completely  portray  the  features  and  the  character 
of  the  original.  If  all  the  friends  of  Mrs.  Bradley  had 
been  allowed  to  criticize  the  model  of  the  portrait  bust 
in  this  hall,  and  if  the  artist  had  attempted  to  work  the 
results  of  all  those  conflicting  criticisms  into  the  com- 
pleted portrait,  we  perhaps  would  not  recognize  as  well 
as  we  do  now  the  individual  Mrs.  Bradley  in  the  model, 
but  a  stranger  who  knew  American  life  and  American 
thought  and  American  institutions  would  still  look  upon 
that  statue  and  discover  behind  it  features  and  traces 
of  those  deep,  true,  strong,  dependable  qualities  which 
Americans  regard  as  the  basis  of  an  admirable  charac- 
ter. *  *  *  *  If  each  of  those  who  knew  Mrs.  Bradley 
were  called  upon  to  suggest  as  to  how  her  character 
might  have  been  changed  for  the  better  the  results 
would  have  been  a  remarkable  but  unreconcilable  con- 
tradiction. Each  of  us  according  to  our  age,  our  tastes, 
our  habits,  our  occupations,  our  politics,  our  creed 
would  specify  something  which  nature  would  not  specify 
of  the  way  in  which  she  might  have  been  molded  more 
in  accordance  with  our  particular  ideas.  One  critic 
would  have  said  that  she  was  too  frugal,  another  would 


Lydia  Bradley — Her  Character  and  Work  43 

have  blamed  her  for  giving  so  lavishly  to  Bradley  and 
education ;  one  would  have  praised  her  for  being  diligent 
in  business  and  and  another  would  have  found  fault 
because  business  activity  is  not  womanly.  We  should 
have  heard  one  person  say  that  she  was  opinionated 
and  obstinate  and  another  would  have  been  sorry  that 
she  allowed  herself  to  be  so  easily  influenced.  We  should 
have  heard  it  pointed  out  that  she  was  remarkably 
careful  for  her  physical  comfort  and  others  would  have 
regretted  that  she  knew  no  better  how  to  make  life 
easy;  many  would  have  complained  thatfshe  was  not 
pious  along  their  lines  and  many  would  have  criticised 
her  harshly  that  if  she  had  been  more  religious  she 
would  have  been  more  practical.  If  a  wise  stranger 
could  have  become  acquainted  with  Mrs.  Bradley's 
character  he  would  have  decided  that  she  was  a  fine, 
fair  product  of  the  morals,  principles  and  working 
ideals  and  religious  aspirations  of  her  age.  Only  he 
who  does  not  know  talks  any  longer  about  a  perfect 
being,  a  model  man  or  woman.  There  can  be  no  per- 
fect model  life.  Just  so  there  can  be  no  perfect  man 
or  woman  regardless  of  these  relations.  The  most  per- 
fect human  being  is  the  one  who  best  meets  the  occasion, 
the  one  who  does  his  work,  who  takes  his  place,  who 
stands  in  the  strife,  who  walks  most  steadily  along  the 
path  that  leads  to  the  goal  that  he  is  due  to  reach.  We 
should  be  obtuse  and  blind,  we  should  be  dullards  in 
the  school  of  life  if  we  did  not  say  that  Mrs.  Bradley 
had  achieved  that  place  which  deserves  the  highest  and 
deepest  honor.     She  was  not  an  exotic.     She  was  not 


44  Vhe  First  T>ecade 

a  hot-house  plant.  She  was  a  fair  specimen  of  that 
grain  which  our  American  nation  wants  to  make  its 
staple.  Mrs.  Bradley  was  a  plain  woman  of  the  plain, 
common,  real  people  and  it  is  in  that  light  that  I  wish 
to  express  my  tribute.  I  shall  speak  of  two  or  three 
common-place  words  as  the  truest  expressions  of 
character.  She  was  industrious.  She  believed  that 
nothing  in  the  long  run  and  as  a  rule  is  obtained  in  this 
life  by  anybody  without  work.  When  we,  as  trustees, 
years  ago  used  to  be  entertained  at  her  house  there  was 
nothing  of  which  she  was  so  proud  as  those  things 
which  her  own  hands  had  wrought  by  useful  labor. 
Mrs.  Bradley  thought  of  work  first  for  oneself,  for  it 
must  be  first  for  oneself  and  second  for  others.  These 
two  phases  of  work  complete  the  program  of  a  useful 
life.  Mrs.  Bradley  was,  third  (I  do  not  know  how  bet- 
ter to  express  it),  independent.  She  was  not  unstable 
as  water.  Mrs.  Bradley  had,  like  our  forefathers,  a 
deep  respect  for  the  opinion  of  mankind.  She  had  a 
mind  of  her  own,  a  will  of  her  own.  She  felt  that  it 
was  her  duty  to  decide  for  herself.  Mrs.  Bradley  was 
teachable.  It  is  the  fault  of  some  successful  men  and 
women  to  think  that  because  they  have  been  successful 
in  one  kind  of  life  they  know  it  all  and  can  give  direc- 
tions in  every  other  sort  of  life.  Her  attitude  toward 
the  plans  for  the  Institute  was  the  first  instance  in 
which  I  saw  this  trait  of  character.  She  had  made  up 
her  mind  as  to  what  she  wanted  to  do  and  then  asked 
many  questions  as  to  what  was  wise,  and  her  plans  were 
materially  changed,  and  she  greatly  modified  her  views 


JILBI03^  W.  SMALL 


Lydia  SB^adl^ — Her  Character  and  Work  45 

and  allowed  herself  to  be  influenced  by  those  whose 
judgment  she  respected.  Possibly  within  the  life  time 
of  the  trustees  now  living,  certainly  in  the  lifetime  of 
our  successors,  great  changes  in  the  aims  and  details 
of  this  institution  will  have  to  be  made  and  her  teach- 
ableness will  come  up  before  us  as  an  example  that  the 
school  may  profit  by.  And  Mrs.  Bradley  was  progres- 
sive. It  would  have  been  the  most  natural  thing  in  the 
world  when  she  was  left  alone,  at  the  time  when  it  was 
not  customary  for  women  to  control  affairs,  for  her  to 
have  thrown  herself  into  conservatism.  It  would  have 
been  natural  to  take  a  position  and  adopt  a  plan  which 
could  not  be  modified.  But  she  had  that  great  virtue 
of  common  sense  which  enabled  her  to  share  the  advice 
and  plans  of  others.  She  was  slow  but  sure  to  open 
her  eyes  and  give  assent  to  the  advice  and  plans  sug- 
gested by  others.  Along  with  this  she  was  practical. 
Life  to  her  consisted  not  in  thinking,  not  in  dreaming, 
but  in  doing.  Since  Thursday  morning  I  have  thought 
what  a  natural  thing  it  was  that  she  should  turn  to  Dr. 
Harper  for  advice  and  find  in  him  advice  that  she  felt 
safe  to  take.  They  are  kindred  spirits  in  many  things. 
I  remember  Dr.  Harper  used  to  have  on  his  desk  a 
little  memorandum  ''Things  to  do",  and  there  was 
his  daily  program,  item  after  item.  It  seems  to  me 
that  whether  it  be  in  housekeeping  or  in  business  or  in 
philanthropy  the  real  Mrs.  Bradley  was  not  seen  until 
we  saw  her  in  these  things  that  she  was  doing  with  all 
her  wisdom  and  strength ;  not  merely  the  things  about 
her  for  the  present  but  by  bringing  things  to  pass  for 


46  Vbe  First  Tiecade 

the  future.  This  all  means  that  she  was  successful  and 
I  do  not  mean  successful  from  the  commercial  stand- 
point either.  There  were  things  which  Mrs.  Bradley 
never  enjoyed.  She  had  not  the  privilege  of  assembling 
around  her  in  declining  years  the  children  and  the  child- 
ren's children  who  might  have  fed  that  lovingnature  of  hers 
with  a  spiritual  food  of  which  she  was  deprived.  She  knew 
nothing  of  society  in  the  fashionable  sense.  She  was 
not  among  the  leaders  of  great  national  reform.  Her 
name  has  reached  but  a  comparatively  narrow  circle  of 
acquaintances,  mostly  within  the  boundaries  of  this  state, 
and  yet  she  had  the  satisfaction  of  seeing  her  labors 
prosper  in  her  hands,  and  the  evening  glow  of  her  life 
was  lit  up  with  calm  joy  in  the  consciousness  that  the 
world  had  been  better  and  would  be  better  because  she 
had  lived. 

I  cannot  stop  without  remarking  that  many  will 
think,  (if  they  do  not  say  it) ,  but  after  all  here  was  a 
rich  woman  and  you  are  praising  her  because  she  was 
rich.  It  were  a  thousand  times  better  that  no  memorial 
were  held  than  that  any  present  or  future  pupil  of  this 
school  or  any  citizen  of  Peoria  should  have  just  reason 
to  say  that  Mrs.  Bradley's  money  had  bought  our 
eulogies.  Neither  poverty  nor  riches  can  redeem 
character.  Character  must  redeem  both  poverty  and 
riches.  I  know  a  poor  washerwoman  in  Chicago  who 
six  weeks  ago  was  left  a  widow  not  too  strong  physically 
herself.  She  is  the  sole  support  of  her  boy  twelve  years 
old  and  her  bed-ridden  mother.  The  day  after  the 
burial  she  took  up  her  work,  earning  her  living  and  the 


Mrs.  Bradley — Her  Character  and  Life  47 

support  of  her  boy  and  her  mother  by  the  labor  of  a 
washerwoman  and  a  scrubwoman.  Two  or  three  days 
ago  she  said  to  one  of  her  employers,  "So  long  as  my 
strength  lasts  I  shall  do  my  best  to  bring  up  my  boy  so 
that  he  will  be  a  good  man  and  I  shall  try  to  keep  my 
faith  that  there  is  something  better  for  us  in  another 
life."  Should  I  outlive  that  heroic  washerwoman  I 
should  be  proud  to  stand  by  her  bier  and  testify  that  in 
my  belief  she  had  won  the  same  kind  of  victory  that 
Mrs.  Bradley  has  won  and  deserves  the  same  kind  of 
honor  that  we  are  paying  Mrs.  Bradley  today.  No,  no, 
we  are  praising  in  Mrs.  Bradley  not  a  rich  woman  but 
a  good  woman  whose  life  whether  in  riches  or  poverty 
would  have  been  a  precious  legacy  as  it  has  been  a  noble 
service. 


Founder's  Day  Addresses 

The  First  Years. 
Edward  O.  Sisson  (University  of  Washington) 

The  writer's  official  connection  with  Bradley  Poly- 
technic Institute  began  on  the  25th  of  February,  1897, 
when  he  was  elected  Director  of  the  Institute,  which  as 
yet  existed  only  in  the  munificent  endowment  provided 
by  Mrs.  Bradley,  and  the  ideals  and  plans  which  were 
taking  form  in  the  minds  of  the  trustees.  Much  had 
been  decided  upon  prior  to  the  choice  of  a  director;  the 
Founder  herself  had  expressed  to  the  trustees  certain 
general  lines  upon  which  she  wished  the  future  school 
to  be  planned,  the  trustees  had  discussed  plans  both  for 
buildings  and  for  courses  of  study;  but  no  single  step 
had  been  taken  to  put  these  into  actual  existence.  The 
task  of  the  hour  was  threefold;  the  definite  framing  of 
courses  of  study,  the  erection  and  equipment  of  buildings, 
and  the  selection  and  organization  of  a  staff  for  the 
institution.  The  trustees  greatly  desired  to  open  the 
new  school  at  the  beginning  of  the  next  school  year  in 
order  that  the  venerable  founder  might  not  fail  to  see 
the  fruits  of  her  plans  with  her  own  eyes:  few  indeed 
would  have  dared  to  predict  that  she  should  be  spared 
to  participate  in  the  tenth  celebration  of  the  greatest  of 
the  annual  festivities  of  the  institution.  Accordingly 
all  concerned  threw  themselves  vigorously  into  the 
work  of  preparation. 

First,  the  general  outline  of  the  course  of  instruction 

{48) 


LESLIE  T>.  VUTERBAUGH 


OFTHr     ^ 


(  UNIVERSITY 

V     p  OF 


Founder's  T>ay  Addresses — ^he  First  Years  49 

to  be  offered  was  developed  into  a  definite  curriculum. 
It  will  be  understood  that  the  chief  voice  in  this  dis- 
tinctively educational  problem  was  that  of  Dr.  William 
R.  Harper,  chairman  of  the  Committee  on  Faculty  and 
Instruction.  Then  the  plans  for  the  buildings  were 
carried  to  completion;  in  this  work  valuable  assistance 
was  received  from  Professor  Charles  A.  Bennett,  then 
of  Teachers  College,  New  York,  later  a  member  of  the 
first  faculty  of  Bradley  Institute.  Finally  a  vigorous 
search  was  begun  for  suitable  persons  to  fill  the  various 
positions  in  the  new  school.  With  the  purpose  of 
obtaining  valuable  information  upon  all  these  tasks,  the 
Director,  accompanied  by  Professor  John  Dewey,  the 
distinguished  educator,  then  of  the  University  of 
Chicago,  made  a  tour  of  some  of  the  most  important 
institutions  in  the  east  whose  general  plan  and  aims 
were  thought  to  be  similar  to  that  of  the  proposed 
institution.  As  soon  as  the  plans  for  the  buildings  were 
complete  bids  were  called  for,  and  in  due  time  the 
contract  let,  to  the  Jonathan  Clark  Sons  Co.,  of  Chicago. 
Ground  was  broken  on  April  10,  and  the  visible  work  of 
Bradley  Institute  was  begun.  No  ceremonies  were  held 
to  mark  the  event,  for  the  minds  of  all  were  fully 
occupied  with  speeding  the  actual  progress  of  the  work; 
not  a  few  persons  predicted  that  with  the  best  speed 
possible,  the  school  could  not  open  at  the  date  set,  for 
the  trustees  had  by  this  time  set  the  day  for  the  begin- 
ning of  work,  announcing  that  classes  would  start  on 
the  4th  of  October,  1897.  Certainly  the  outlook  was 
not  over  encouraging  to  the  few  who  gathered  on  that 


50  Vbe  First  T>ecade 

tenth  of  April  to  see  the  plow  turn  the  first  furrow  in 
the  cornfield  which  is  now  the  campus  of  Bradley  Poly- 
technic Institute. 

Meanwhile  progress  was  being  made  in  the  selection 
and  appointment  of  teachers,  and  by  the  middle  of  the 
summer  the  faculty  was  practically  complete.  As  soon 
as  a  head  was  found  for  a  department  of  instruction  he 
was  called  upon  to  prepare  specifications  for  the  equip- 
ment of  his  class  rooms,  shops  or  laboratories,  as  the 
case  might  be,  and  soon  apparatus  of  all  kinds  began 
to  arrive  and  demand  accommodation  in  the  yet  un- 
finished building. 

A  preliminary  announcement  was  published  early 
in  the  summer  and  sent  broadcast  through  the  city  and 
the  vicinity;  this  contained  general  information  as  to 
the  proposed  course  of  study,  the  equipment,  methods, 
faculty,  etc.  Later  the  first  formal  announcement  of 
courses  of  instruction  to  be  offered  was  issued,  contain- 
ing descriptions  of  all  classes  to  be  formed  and  full 
information  for  all  who  intended  to  enter  the  new  school. 

As  the  summer  advanced  the  construction  of  the 
buildings  seemed  to  progress  slowly,  at  least  to  the 
anxious  eyes  of  those  who  had  publicly  declared  that 
work  would  begin  on  the  4th  of  October;  a  delay  of  a 
month  on  account  of  the  cut  stone  contract  extinguished 
all  hope  that  the  mainbuilding  could  be  actually  finished 
by  the  appointed  day;  so  all  efforts  were  now  directed 
toward  the  finishing  of  part  of  the  building  in  which 
work  might  be  begun.  The  Horological  building  was 
allowed  to  move  slowly,  since  the  Horological  School 


Founder's  7)ay  Addresses — 'Wie  First  Years  51 

was  already  housed,  though  indeed  unsatisfactorily; 
and  forces  were  concentrated  upon  Bradley  Hall. 
Many  times  was  the  Director  asked,  "When  will  the 
school  open?"  and  he  always  answered,  "On  the  4th  of 
October;"  the  answer  was  usually  greeted  with  an  in- 
credulous smile,  or  even  with  a  laugh;  (far  along  in  the 
summer  the  empty  window  casings  grinned  at  the  pas- 
ser-by, and  confirmed  the  popular  opinion  that  the 
school  could  not  possibly  redeem  its  pledge;  there  is 
no  doubt  that  not  a  few  prospective  pupils  were  de- 
terred by  the  discouraging  outlook  and  the  more  dis- 
couraging predictions). 

But  the  printed  statements  and  the  daily  reiterated 
spoken  assurances  of  trustees  and  Director  were  not 
bravado  nor  desperation;  they  were  based  upon  the 
most  careful  estimates  of  conditions;  we  all  knew, 
every  day  from  the  middle  of  August  to  the  first  of 
October,  that  each  moment  was  fraught  with  danger  of 
a  new  delay  which  would  wreck  our  plan  of  opening 
the  new  building  on  the  appointed  day;  but  we  knew 
that  no  such  delay  had  yet  arisen;  moreover  the  impos- 
sibility of  entering  the  new  building  did  not  necessarily 
involve  the  postponement  of  the  opening  of  the  classes; 
the  authorities  of  the  Institute  intended  to  redeem  the 
pledge  made  to  their  students  to  commence  instruction 
on  the  4th  of  October,  and  therefore  they  persisted 
through  good  report  and  bad  to  publish  that  fact. 

Through  this  whole  preliminary  period  the  press 
of  the  city  and  vicinity  and  in  due  proportion  the  im- 
portant  papers   of   the    state  and  country,  gave  most 


52  IThe  First  'Decade 

gratifying  support  to  the  young  institution;  of  the 
Peoria  papers  in  particular,  it  can  be  said  with  all  sin- 
cerity, that  from  the  first  they  recognized  the  new 
enterprise  as  an  absolutely  unselfish  beneficence,  and 
championed  its  cause  in  every  manner  possible. 
Bradley  Institute  was  never  compelled  to  pass  through 
a  period  of  hostility  and  suspicion,  but  was  welcomed 
at  once  and  honored  always. 

All  through  the  summer  young  people  and  their 
parents  kept  the  Director  busy  answering  inquiries  by 
mail  and  in  person;  the  city  school  board  kindly  offered 
their  rooms  in  the  library  building  as  an  office;  and 
here  many  boys  and  girls  enrolled  as  students  of  the 
new  school. 

And  now  another  day  was  set,  a  date  destined  to 
be  of  the  greatest  significance  in  the  history  of  the 
institution, — the  eighth  of  October  was  chosen  for  the 
formal  celebration  of  the  opening  of  the  Institute;  a 
sort  of  inauguration,  which,  as  we  all  know,  was  made 
perpetual  as  Founder's  Day.  It  is  the  only  fixed  feast 
in  the  institutional  year,  being  always  held  upon  the 
calendar  date,  without  reference  to  the  days  of  the 
week.  Great  preparations  were  made  for  this  day; 
the  Secretary  of  the  Treasury,  the  Hon.  Lyman  J.  Gage, 
was  secured  to  pronounce  the  chief  oration;  all  the 
dignitaries  of  the  city,  county,  and  state  were  invited; 
colleges,  universities  and  schools  were  invited  to  send 
representatives;  and  to  the  public  at  large  this  day  was 
the  real  opening  of  the  school. 

And  now  the  month  of  October  came;  and  on  the 


Founder*s  ^ay  Jlddresses — *C%c  First  Years  53 

4th  Bradley  Hall  was  indeed  far  from  complete;  the 
workmen  did  not  leave  it  for  more  than  three  months 
after  school  had  begun;  but  rooms  enough  had  been 
finished  for  the  classes,  and  on  the  morning  of  the  ap- 
pointed day  the  students,  about  150  in  number,  and  the 
teachers  assembled  in  the  chapel,  which  was  itself  still 
unfinished,  and  with  a  short  devotional  exercise,  and  a 
brief  address  by  the  Director,  the  actual  work  of  the 
school  was  launched.  Of  the  difficulties  and  annoyance 
of  these  first  months  no  one  can  have  any  idea  who  did 
not  share  them;  the  rooms  available  were  inadequate, 
and  in  many  cases  unsuitable  for  the  purposes;  and  the 
building  swarmed  with  workmen,  and  echoed  with  ham- 
mers and  the  rattle  and  clatter  of  tin  work,  steamfitting, 
and  a  score  of  other  mechanical  processes.  But  every- 
body accepted  the  situation  cheerfully  and  made  the 
best  of  it,  and  I  am  not  sure  that  the  school  ever  did  a 
better  three  months'  work  than  that  of  the  fall  of  1897, 
when  its  path  was  so  beset  with  obstacles.  Teachers 
and  students  alike  ignored  the  aimoyance,  and  swept 
away  the  obstacles  in  their  earnest  and  indomitable 
pursuit  of  the  aims  for  which  they  had  come. 

Four  days  after  the  beginning  of  instruction  came 
the  great  inauguration  day;  long  drought  had  covered 
the  campus  with  dust  six  inches  deep;  the  day  was 
extraordinarily  hot  for  the  time  of  year;  but  none  of 
these  things  checked  the  ardor  and  joy  of  the  occasion. 
The  guests  of  honor  began  to  arrive  from  neighboring 
towns;  and  from  Chicago  came  a  special  train  bearing 
more  than  sixty  representatives  of  that  city,  its  educa- 


54  Vhe  First  T>ecade 

tional  institutions,  especially  the  University  of  Chicago, 
its  public  officials,  its  press,  and  its  general  life  and  cul- 
ture. The  chapel  of  Bradley  Hall  was  crowded — I  al- 
most said  beyond  its  utmost  capacity.  Shortly  after 
the  appointed  hour — for  great  bodies  move  slowly — the 
solemn  procession  entered:  the  faculty  of  the  Institute, 
in  academic  cap  and  gown,  the  guests  from  the  city  and 
vicinity,  and  those  from  Chicago  and  other  distant 
places,  a  large  representation  from  the  faculty  of  the 
University  of  Chicago,  many  of  them  resplendent  in 
collegiate  regalia,  the  Trustees  of  the  Institute  and 
finally  the  Orator  of  the  day,  the  Founder  of  the  Institute, 
accompanied  by  the  President  of  the  Board  of  Trustees 
and  Dr.  Wm.  R.  Harper,  the  President  of  the  University 
of  Chicago.  The  long  train  moved  to  the  platform  and 
stood  until  all  had  ascended  the  steps,  when  Mrs. 
Bradley  took  her  seat,  and  all  sat  down  at  her  example. 
The  most  significant  moment  of  the  impressive  cere- 
mony was  when  the  aged  founder  of  the  Institute  with 
one  simple  and  modest  sentence  presented  the  keys  of 
the  building  to  the  President  of  the  Board  of  Trustees, 
who  accepted  them  with  solemn  assurances  of  the 
determination  of  the  Trustees  and  Faculty  to  carry  out 
faithfully  the  purposes  for  which  Mrs.  Bradley  had 
made  her  great  gift. 

To  this  brief  glimpse  of  the  events  of  the  pre- 
liminary period  I  am  moved,  and  trust  am  expected,  to 
add  a  few  words  of  a  more  personal  nature,  concerning 
those  who  labored  in  these  first  days.  What  shall  I  say 
more  of  the  chief  figure  in  all  our  thoughts  upon  this 


Founder's  T^ay  Addresses — TOc  First  Years  55 

her  day?  Mrs.  Bradley's  works  speak  more  eloquently 
than  can  any  words.  One  thing,  however,  I  will  refer 
to,  that  is  the  depth  and  pervasiveness  of  her  interest 
in  the  school.  There  is  one  other  person,  and  I  think 
only  one,  who  understands  this  quality  in  Mrs.  Bradley 
better  than  I,  and  that  is  Mr.  Hammond,  her  nearest 
and  most  trusted  counselor;  for  six  years  I  visited  Mrs. 
Bradley  regularly  once  a  week,  and  oftener  upon  occa- 
sion, to  talk  over  with  her  the  progress  and  affairs  of  the 
Institute;  nothing  which  concerned  it  in  any  way  was 
indifferent  to  her,  the  buildings,  the  grounds,  the  course 
of  study,  the  equipment,  the  teachers,  and  above  all  the 
students, — for  she  at  least  never  lost  sight  of  the  fact 
that  it  was  for  their  sake  only  that  the  whole  work  had 
been  undertaken.  So  week  after  week, — and  I  know 
the  present  Director  of  the  Institute  will  tell  the  same 
story, — week  after  week  I  came  to  her  house,  told  her 
of  the  work  and  the  problems  of  the  school,  sought  her 
counsel,  tried  to  learn  her  mind  and  wishes. 

Yet  with  all  this  interest  Mrs.  Bradley  has  stead- 
fastly refused  to  prescribe  the  conduct  of  affairs  in  the 
school  she  has  founded;  time  after  time  she  has  said  to 
the  trustees,  "Gentlemen,  you  know  my  wishes;  I  have 
chosen  you  to  execute  them;  you  must  decide  all  these 
questions  according  to  your  best  judgment."  Time  and 
again  she  has  said  the  same  thing  to  the  Director.  So 
far  as  I  know,  she  has  never  in  all  these  years  dictated 
one  single  specific  piece  of  administration  in  any  part 
of  the  institution.  No  one  who  knows  the  history  of 
the  school  can  fail  to  recognize  the  power  for  success 


56  "Vbe  First  T>ecade 

which  has  resided  in  this  interest,  and  in  this  confidence, 
of  the  founder. 

So  many  persons  have  contributed  to  the  success 
of  the  Institute  that  one  risks  producing  a  sense  of  un- 
just discrimination  in  selecting  any  names  to  be  men- 
tioned before  others.  I  feel  however  that  I  may  mention 
two  who  stand  out  conspicuously  not  only  for  the  great- 
ness of  their  services  but  also  for  the  fact  that  they 
served  the  Institute  without  any  financial  compensation, 
and  gave  to  it  large  portions  of  time  and  effort  from 
busy,  indeed  overburdened,  lives.  These  two  are  the 
late  President  Harper  of  the  University  of  Chicago,  and 
Mr.  Oliver  J.  Bailey,  president  of  the  trustees  of  the 
Institute.  I  suppose  no  one  besides  myself  knows  the 
full  measure  of  the  labors  and  devotion  of  these  two 
honorary  servants  of  this  institution  during  its  early 
formative  years;  years  when  no  precedents  existed  to 
aid  in  deciding  doubtful  questions,  when  daily  perplex- 
ities had  to  be  met  and  unraveled.  Never  in  these 
years  did  either  of  these  men  once  withhold  his  time, 
his  efforts,  his  patient  consideration  and  carefully 
weighed  counsel ;  no  duties  were  so  pressing,  no  burdens 
heavy  enough  to  cause  either  of  them  to  turn  away  from 
the  tasks  laid  upon  them  by  their  attachment  to  the 
welfare  and  progress  of  the  Institute. 

Even  as  I  write  these  names,  other  names 
crowd  my  mind,  of  trustees  and  of  my  colleagues  in  the 
faculty,  whose  labors  and  wisdom  was  indispensable  to 
the  Institute  in  those  early  days  ;  but  I  should  not  know 
exactly  with  which  name  to  begin,  and  certainly  not 


HARRY  Jl.  HAMMOND 


Founder's  'Day  Jlddresses — ^be  First  Years  57 

with  which  to  leave  off,  and  so  dare  not  mention  any ; 
but  I  cannot  omit  this  opportunity,  probably  the  last 
which  will  come  to  me  formally,  to  express  the  deep 
appreciation  and  regard  with  which  I  must  always  look 
back  to  my  co-laborers  of  those  early  and  toilsome  years. 
After  all,  a  school  does  not  consist  of  stone  and  mortar, 
nor  of  costly  apparatus,  but  of  human  thought  and  love ; 
and  these  have  been  given  to  Bradley  Institute  in  full 
measure  by  the  venerable  founder,  by  the  trustees,  and 
by  devoted  and  competent  teachers. 

The  Early  Days  of  Planning 
W.  W.  Hammond. 

If  Mrs.  Bradley  herself  were  able  to  tell  you  the 
circumstances  leading  up  to  the  founding  of  Bradley 
Polytechnic  Institute,  I  am  sure  it  would  be  much  more 
interesting.  She  knows  the  story  from  the  beginning. 
My  first  information  was  gained  March  6th,  1884,  when 
Mrs.  Bradley  employed  the  law  firm  of  Hopkins  & 
Hammond  to  redraft  her  will.  Her  plans,  both  as  to  the 
equipment,  and  the  object  and  purposes  and  manage- 
ment of  the  Institute,  were  then  quite  fully  developed. 
I  will  presently  read  from  this  first  draft  of  the  will  the 
paragraphs  relating  to  the  scope  of  the  Institute  and  its 
management.  But  first  I  will  tell  you  what  Mrs. 
Bradley  has  told  me  from  time  to  time  of  the  beginning 
of  the  idea  of  Bradley  Institute. 

I  think  the  idea  of  erecting  and  endowing  something 
for  the  benefit  of  the  young  people  of  Peoria  and 
vicinity  arose  out  of  the  disappointment  of  Mr.  and  Mrs. 


58  "TTbe  First  'Decade 

Bradley  in  the  loss  of  their  own  children.  At  any  rate, 
after  the  death  of  their  daughter  Laura  in  1864,  they 
visited  an  orphan  asylum  in  Montreal  and  gave  con- 
siderable thought  to  its  workings.  They  did  not  how- 
ever find  the  results  in  accord  with  their  practical  views 
of  life.  The  children  were  raised,  but  not  educated. 
They  were  dependents,  not  independent. 

While  these  matters  were  under  consideration  Mr. 
Bradley's  death  occurred — May  4th,  1867.  He  was 
driving  home  from  his  farm  in  Tazewell  County  when 
the  shafts  broke  and  he  was  thrown  onto  the  horses 
heels  and  kicked  in  the  forehead.  He  was  discovered 
by  Mrs.  Whitney  and  taken  to  her  daughter's  house. 
He  was  brought  home  the  next  day  and  died  the  second 
day. 

Several  years  were  occupied  in  the  settlement  of 
the  estate,  for  Mr.  Bradley  left  no  will.  When  fully 
settled,  Mrs.  Bradley's  share  in  the  estate  amounted  to 
about  $500,000.  She  employed  Mr.  Austin  Johnson  as 
bookkeeper  and  he  continued  in  that  capacity  until 
March,  1882,  keeping  an  excellent  record  of  the  business 
and  showing  a  handsome  increase  of  the  estate.  During 
this  time  Mrs.  Bradley  continued  the  line  of  thought 
and  investigation  interrupted  by  Mr.  Bradley's  death. 
At  the  same  time  she  contributed  largely  to  local 
charitable  institutions.  She  relieved  the  Universalist 
Church,  on  Main  Street,  of  a  heavy  mortgage,  and  the 
building  was  rededicated  as  a  Memorial  to  Mr.  Bradley. 
She  donated  the  site  of  the  St.  Francis  Hospital  and  it 
was  named  for  her.     In  later  years  this  donation  was 


Founder's  Day  Addresses — ^he  ^arl^  T>ays  of  T^lanning    59 

returned  and  the  name  changed  by  mutual  consent. 
She  built  a  home  for  Aged  Women  of  Peoria,  at  the 
request  of  the  society  then  conducting  the  home  in  a 
rented  building  at  the  foot  of  Main  Street  hill.  This 
request  was  for  a  building  only.  The  society  was  com- 
posed of  delegates  from  all  the  churches  of  Peoria,  and 
they  raised  the  money  for  the  support  of  the  aged 
people  by  annual  donations  and  the  Harvest  Home 
Festivals.  These  festivals  were  famous  for  their 
splendor  as  well  as  the  universal  patronage  they 
received.  Everybody  went  and  helped  along  a  good 
cause.  It  was  also  represented  to  Mrs.  Bradley  that 
Mrs.  Bacon  would  become  the  permanent  matron  and 
endow  the  Home  with  her  fortune.  Accordingly  Mrs. 
Bradley  built  the  home  on  Main  Street  with  which  all 
are  familiar,  at  a  cost  of  $14,000.  Perhaps  a  brief 
statement  of  the  reasons  why  this  home  is  now  being 
closed  may  be  interesting,  as  exonerating  Mrs.  Bradley. 
The  management  of  the  Home  was  vested  in  a 
board  representing  the  various  churches.  They  set  a 
charge  of  $400  to  be  paid  by  each  person  received,  if 
they  or  their  friends  could  afford  it.  This  fund  was  at 
first  set  aside  and  invested  as  a  permanent  endowment, 
but  in  late  years  has  gradually  been  used  for  current 
expense.  The  interest  in  the  work  dwindled,  the 
soliciting  and  management  of  the  Harvest  Home  Festi- 
val fell  upon  a  few ;  they  became  tired  and  the  annual 
donations  were  insufficient,  so  the  endowment  was  used 
until  it  was  exhausted.  Then  something  had  to  be  done 
to  provide  for  the  old  people.      In  this  situation  Mrs. 


60  Vbe  First  "Decade 

Bradley  was  appealed  to  again.  The  managers  offered 
to  give  the  building  back  if  she  would  provide  the 
money  necessary  to  secure  some  other  home  for  the  old 
ladies.  This  Mrs.  Bradley  agreed  to  do,  wishing  to  see 
them  provided  for  before  she  died.  A  few  have  gone 
to  relations,  and  to  these  Mrs.  Bradley  refunded  their 
deposits  in  full.  The  greater  part  have  gone  to  the 
Proctor  Home,  and  Mrs.  Bradley  has  paid  the  charge 
for  admittance  there.  At  no  time  was  Mrs.  Bradley 
asked  to  endow  the  Home.  She  was  always  an  active 
worker  and  contributor,  and  is  now  adding  about  $7000 
to  her  former  gift  in  order  to  enable  the  Bradley  Home 
to  fulfill  its  obligations. 

About  1885  Mrs.  Bradley  gave  a  park  site  of  thirty 
acres  to  the  City  of  Peoria,  as  a  memorial  to  her 
daughter  Laura.  This  gift  lay  unused  for  several  years. 
In  1891  she  conceived  and  submitted  to  the  City  a  pro- 
position to  organize  a  Park  Board,  offering  to  increase 
her  gift  to  one  hundred  acres  if  this  was  done.  This 
was  the  origin  of  our  present  Pleasure  Driveway  and 
Park  District  and  Laura  Bradley  Park. 

But  none  of  these  things  fully  met  Mrs.  Bradley^s 
idea  of  what  she  wanted  to  do.  She  took  up  the  investi- 
gation of  polytechnic  schools  and  personally  visited 
Rose  Polytechnic  Institute  at  Terre  Haute,  Indiana. 
She  secured  data  from  many  other  such  schools,  the 
Washington  School  for  Boys  at  St.  Louis,  Mo.,  the 
Louisville  High  School  at  Louisville,  Ky.,  the  Throop 
Institute  at  Pasadena,  the  Armour  Institute  and  Lewis 
Institute  at  Chicago. 


Founders  ^ay  Jlddresses — ^he  ^arly  Days  ofl^lanning      61 

The  financial  question  also  was  carefully  considered. 
The  cost  of  all  the  colleges  and  schools  she  could  reach 
was  ascertained  and  many  of  the  schools  were  visited 
and  their  presidents  consulted.  By  that  time  the  estate 
had  reached  the  value  of  one  million  and  its  income 
was  $30,000.  This  amount,  she  ascertained,  would  not 
be  sufficient  to  maintain  forever  such  a  school  as  she 
wished  to  provide.  But  she  hoped  to  be  able  to  increase 
the  estate  largely  during  her  life,  and  at  her  death 
leave  an  estate  sufficient  for  the  purpose. 

The  first  definite  plan  of  the  school  appeared  in  the 
draft  of  Mrs.  Bradley's  will  made  in  1884,  to  which  I 
have  referred.  By  that  will  Mrs.  Bradley  gave  to  her 
trustees  ten  acres  of  ground  situated  on  Main  Street 
just  West  of  the  Bradley  Home,  and  directed  them  to 
build  a  red  brick,  stone  trimmed  building  and  shops,  to 
cost  $150,000,  with  a  library  costing  $10,000,  and  appa- 
ratus and  equipment  $10,000. 

She  charged  her  trustees  with  their  task  in  the 
following  language. 

*'That  my  said  executors  and  trustees  and  their 
successors  take  all  necessary  steps  to  put  and  continue 
said  Institute  in  active  and  successful  operation  upon 
the  surest  and  soundest  basis  conformable  to  the  true 
intent  and  meaning  of  this  bequest.  That  they  procure 
and  employ  the  best  and  most  efficient  officers,  agents, 
professors  and  teachers  in  their  power  to  obtain  and 
that  they  administer  all  the  affairs  of  said  Institute  and 
its  resources  upon  sound,  economical  and  comprehensive 
principles,   solely  with  the  view  of  making  it  in  the 


62  "Uhe  First  T>ecade 

greatest  degree  useful  and  productive  of  good  results 
in  the  present  and  future  years.  And  that  they  procure 
to  be  effectually  taught  in  said  institution  such  practical 
and  useful  arts,  sciences  and  learning  as  are  usually 
taught  in  Polytechnic  Schools  in  the  United  States,  so 
far  as  their  means  and  resources  shall  allow;  and  if  in 
the  future  the  resources  of  said  institution  shall  warrant, 
and  the  wants  of  the  people  in  the  vicinity  require  it, 
there  be  added  such  courses  of  study  and  means  of  in- 
struction in  mathematics,  history,  modern  languages, 
literature  and  the  fine  arts  as  said  executors  and  trus- 
tees and  their  successors  shall  deem  advisable.  But  the 
course  of  instruction  in  the  practical  and  useful  arts 
and  sciences  shall  not  give  way  or  be  crippled  or  im- 
paired to  make  room  or  resources  for  any  others,  it 
being  the  first  object  of  this  Institution  to  furnish  its 
students  with  the  means  of  living  an  independent,  in- 
dustrious and  useful  life  by  the  aid  of  a  practical  know- 
ledge of  the  useful  arts  and  sciences. 

It  is  my  wish  that  students  both  male  and  female 
be  admitted  to  said  Institute  upon  such  credentials, 
examination  and  terms  as  my  said  executors  and  trus- 
tees or  their  successors  shall  prescribe  but  that  its 
advantages  be  brought  within  the  reach  of  all  as  nearly 
as  practicable;  and  that  said  executors  and  trustees 
prescribe  and  enforce  such  wise  and  liberal  rules  and 
regulations  for  government  of  said  Institution  as  they 
may  deem  best  to  promote  its  welfare  and  preserve  the 
purity  of  character  and  good  morals  of  all  persons  con- 
nected with  it,  and  that  neither  in  the  terms  of  admis- 


Founder's  Day  Jlddresses — '^he  Qarly  Days  of  Planning     63 

sion,  in  the  treatment  of  students,  in  the  selection  of 
officers,  agents  or  professors  or  in  the  appointment  of 
executors  and  trustees  as  herein  provided,  or  in  any 
matter  whatever  connected  with  said  Institution  shall 
there  be  any  distinction  or  preference  on  account  of 
sect,  creed,  nationality,  politics  or  party,  but,  with  a 
view  to  its  greater  usefulness,  said  Bradley  Polytechnic 
Institute  shall  be  and  remain  non-sectarian,  non-political, 
and  non-partisan." 

The  growth  of  the  idea  of  Bradley  Polytechnic 
Institute  was  continuous.  Nearly  every  year  a  codicil 
was  added  or  an  entire  new  draft  of  the  will  made. 
The  last  general  revision  of  the  will  was  made  in  Sept- 
ember, 1892.  Up  to  this  time  all  the  wills  and  codicils 
had  provided  for  the  inauguration  of  the  work  of  the 
School  after  Mrs.  Bradley's  death.  In  this  revision, 
however,  she  used  the  following  language.  "It  is  my 
will  that  as  soon  as  practicable  after  my  decease  my 
said  executors  and  trustees  or  their  successors  proceed 
to  erect,  furnish  and  prepare  for  use  suitable  buildings 
within  the  means  aforesaid  for  said  Bradley  Polytechnic 
Institute,  unless  I  shall  have  already  done  so,  in  which 
case  they  shall  continue  the  work  begun  by  me."  During 
this  year  Mrs.  Bradley  had  secured  the  Parsons  Horo- 
logical  Institute  from  La  Porte,  Indiana,  and  had  brought 
the  school  with  one  hundred  pupils  and  a  full  corps  of 
teachers  to  Peoria,  and  installed  them  in  the  Peoria 
Watch  Company  buildings  near  this  campus. 

Mrs.  Bradley  considered  this  school  a  practical  one 
illustrating  in  a  measure  her  idea  of  useful  arts  and 


64  "Vhe  First  "Decade 

sciences,  and  she  thought  it  might  be  instructive  to  her 
and  her  trustees  to  have  some  experience  before  com- 
mencing the  larger  school.  I  am  sure  this  has  proved 
to  be  true.  We  have  all  had  much  experience  of  various 
kinds  with  this  school.  But  I  am  also  sure  the  results 
have  been  satisfactory  to  everybody.  The  sphere  of 
influence  of  this  department  of  Bradley  Institute  is  wider 
than  any  other.  Its  students  are  from  every  country  in 
the  world,  and  its  graduates  are  certainly  living 
"independent,  industrious  and  useful  lives  by  the  aid  of 
a  practical  knowledge  of  the  useful  arts  and  sciences" 
as  Mrs.  Bradley  desired. 

The  growth  of  the  estate  kept  pace  with  the  idea. 
In  the  twelve  years,  1885  to  1897,  the  year  in  which 
the  school  was  founded,  the  value  of  the  estate  doubled, 
and  the  annual  income  nearly  doubled.  The  largest 
total  reached  by  the  estate  was  in  1897,  $2,225,000. 
The  cost  of  the  buildings  and  equipment  brought  the 
assets  down  to  $1,800,000  in  1900.  Since  that  time 
there  .has  been  a  gradual  approach  to  the  $2,000,000 
mark  again. 

Dr.  Harper  was  the  one  directly  responsible  for  the 
change  of  plan  by  which  the  whole  school  was  inaugu- 
rated during  Mrs.  Bradley's  life.  Mrs.  Bradley  had 
sent  me  to  Chicago  to  meet  Judge  Grosscup,  Dr.  Gun- 
saulus,  Mr.  Armour  and  others,  and  get  figures  in  re- 
gard to  the  running  expenses  of  Armour  and  Lewis 
Institutes,  and  after  seeing  them  I  went  to  the  University 
of  Chicago,  where  Clarence  Comstock  was  then  doing 
some  work  in  Mathematics.     He  took  me  to  Dr.  Harper's 


RUTtOLPH  "PFEIFFEU 


OFTHE 

UNIVERSITY 

_  OF 


Founder's  Day  jiddresses — ^i^e  Qarly  Da\fs  of  Planning     65 

library,  introduced  me  to  him,  and  we  had  a  long  talk 
over  the  whole  situation.  Dr.  Harper's  conclusion  was 
that  we  had  already  reached  the  point  when  the  school 
should  be  founded,  and  he  proposed  to  come  down  and 
see  Mrs.  Bradley  and  convince  her  it  could  be  done. 
Within  ten  days  the  matter  was  settled.  November 
16th,  1896,  the  Institute  was  organized  at  Mrs.  Bradley's 
house,  and  it  is  an  interesting  fact  that  the  greater  part 
of  the  charter  of  the  Institute  is  copied  with  slight 
changes  from  Mrs.  Bradley's  will  and  codicils.  At  that 
time  Mrs.  Bradley  entered  into  written  contract  with 
the  trustees  to  provide  $30,000  per  annum  for  the  run- 
ning expenses  of  the  school.  Later,  in  May,  1897,  she 
made  a  deed  to  the  trustees  of  her  entire  real  estate, 
reserving  only  the  life  use  and  management,  and  from 
that  time  she  has  acted  as  the  treasurer  of  the  Institute. 
The  Institute  is  already  endowed,  and  the  income  of  the 
estate,  over  and  above  the  running  expense,  is  re-invested 
in  the  name  of  the  Institute.  Mrs.  Bradley  has  passed 
her  90th  year,  but  still  hopes  to  bring  the  value  of  the 
productive  property  of  the  Institute  up  to  an  even 
$2,000,000  during  her  term  as  treasurer. 

The  Later  Years 

Helen  Bartlett. 

Dr.  Sisson's  feeling  reference  to  the  unfinished 
state  of  our  buildings  and  grounds  on  that  first  Founder's 
Day,  ten  years  ago,  naturally  suggests  to  us  the  later 
improvements  made  possible  by  the  generosity  and 
enterprise  of  our  Founder  and  our  Board  of  Trustees. 


66  ^he  First  T>ecade  ' 

During  these  ten  years  the  equipment  of  the  Manual 
Training  Department  has  been  perfected,  while  to  it 
and  to  the  Domestic  Economy  Department  a  Teachers' 
Course  has  been  added.  The  Drawing  Department  now 
has  advanced  courses  in  sketching,  color,  leather  and 
brass-work,  as  well  as  in  wood- carving.  The  Chemical 
and  the  Physics  laboratories  have  apparatus  worthy  of 
a  college  of  the  first-rank,  among  which  is  a  fine  reflect- 
oscope  for  illustrating  with  views  talks  and  lectures. 
This  instrument  is  at  the  disposal  of  other  departments 
also.  The  Biology  Department  offers  a  strong  pre- 
medical  course  for  prospective  physicians.  The  depart- 
ment of  Mathematics  possesses  a  full  laboratory 
equipment  for  demonstrating  the  practical  value  of 
abstract  reasoning,  while  good  wall-maps  and  hundreds 
of  fine  photographs  and  artistically  colored  views,  pur- 
chased abroad,  add  a  living  interest  to  the  study  of 
History  and  of  the  Ancient  and  the  Modern  Languages. 
Our  Library  of  thoroughly  up-to-date  reference  books 
for  each  department  has  far  out-grown  the  space  allotted 
to  it.  Pictures  and  other  works  of  art  are  gradually 
relieving  the  bareness  of  our  walls.  An  organ  lends 
dignity  and  sweetness  to  our  chapel  music,  while  a  well- 
trained  orchestra  is  an  important  factor  in  the  success 
of  all  our  public  functions.  Thanks  to  Mrs.  Bradley's 
watchfulness  and  care,  our  buildings  are  not  allowed 
even  to  grow  shabby,  but  every  summer  are  thoroughly 
renovated  so  that  they  are  fresh  and  inviting  to  welcome 
back  their  occupants  in  the  autumn.  Each  year  our 
spacious  grounds  are  more  charming,  and  in  its  cement 


Founder's  Day  Jlddresses — ^be  Later  Years  67 

walks,  tennis  courts,  athletic  field,  wide  lawns,  flower- 
ing shrubs  and  spreading  shade  trees,  Bradley  affords 
a  refreshing  contrast  to  similar  institutions  that  are 
necessarily  wedged  in  between  the  lofty  buildings  and 
annoyed  by  the  smoke  and  uproar  of  a  great  city. 
That  our  students  fully  appreciate  these  open-air  privi- 
leges, no  one  who  passes  through  our  campus  on  a 
bright  spring  day  can  doubt. 

The  faculty  of  Bradley  Polytechnic  Institute  con- 
sisted originally  of  fourteen  instructors,  of  whom  five 
are  still  with  us.  They  had  been  trained  at  thirteen 
different  institutions,  representing  the  best  of  the  state 
universities,  the  large  endowed  universities,  the  smaller 
colleges,  the  foremost  women's  colleges,  and  the  tech- 
nical schools.  Several  had  won  special  scholastic 
honors,  and  almost  without  exception  they  had  earned 
college  degrees,  ranging  from  the  bachelor's  to  the 
Doctor  of  Philosophy,  which  was  held  by  four.  At  the 
head  of  the  teaching  body  stood  President  William  R. 
Harper,  always  ready  to  advise  and  help,  and  to  his 
wonderful,  unfailing  interest  and  wisdom,  this  school 
owes  a  never-to-be-forgotten  debt  of  gratitude.  The 
first  Director,  Dr.  Edward  O.  Sisson,  brought  to  the 
task  of  founding  a  great  school  youth,  enthusiasm,  and 
a  tact  that  from  the  start  evoked  in  the  student  body 
the  spirit  that  has  ever  since  predominated  in  Bradley, 
a  spirit  of  confidence  between  pupils  and  teachers,  a 
loyalty  to  the  school  that  has  led  teacher  and  taught  to 
pull  together  instead  of  asunder.  Our  present  Director, 
Dr.  T.  C.  Burgess,  did  not  join  us  until  the  second  year, 


68  "^he  First  T>ecade 

although  from  the  first  he  was  nominally  a  member  of 
the  Faculty.  He  was  present  on  our  first  Founder's 
Day,  and  from  the  beginning  had  kept  in  such  close 
touch  with  the  school  and  its  ideals  that  his  assumption 
of  the  office  of  Director  occurred  without  the  slightest 
jar  or  friction.  As  Dean  of  the  Higher  Academy  and 
College  through  five  years,  he  had  already  won  the 
warm  affection  of  the  students  and  the  deep  regard  of 
the  Faculty.  Under  his  calm,  wise  rule,  the  Institute 
has  gone  steadily  onward  and  upward  along  the  path 
marked  out  by  its  founders.  For  themselves,  the 
Faculty  have  apparently  chosen  the  watchword.  Growth, 
attained  by  wider  study,  original  research,  literary 
work,  or  travel.  During  their  sojourn  at  Bradley 
several  have  obtained  higher  degrees,  others  have  con- 
tributed to  periodicals  or  have  published  books,  while  a 
number  have  spent  their  leave  of  absence  in  travel  and 
study  in  Europe. 

Very  large  schools  or  universities  doubtless  offer 
in  some  respects  advantages  superior  to  those  of  smaller 
educational  institutions,  but  their  greater  size  precludes 
the  close,  friendly  relation  between  teacher  and 
pupil,  which  is  possible  in  a  school  like  ours,  a  relation 
that  may  be  a  benefit  and  a  joy  to  both  parties.  To  the 
teacher,  in  spite  of  the  extra  demand  on  time  and 
strength,  such  a  relation  brings  the  delight  of  living 
again  in  young  lives  and  the  opportunity  for  personal 
influence  and  practical  help.  And  to  the  student,  what 
may  not  such  a  close  friendship  mean?  The  aim  of  our 
Faculty  has  always  been  to  foster  this  mutual  friend- 


Founder's  T>ay  jiddresses — '^he  Later  Years  69 

ship,  to  impress  upon  the  student  that  he  is  free  to 
come  at  all  times  to  Dean  or  teacher  with  his  perplex- 
ities, intellectual  or  otherwise,  and  the  students  have 
responded  to  these  friendly  overtures  with  gratifying 
cordiality.  In  many  cases  this  friendly  connection  has 
continued  through  the  university,  and  even  on  into 
more  active  life. 

Sometimes  students  ask,  "What  are  your  rules?" 
We  have  none,  except  the  rule,  "Be  a  gentleman,  be  a 
lady,"  or  better,  "Be  manly,  be  womanly."  Discipline 
is  here  reduced  to  a  minimum,  for  when  there  is  no 
antagonism  to  authority,  when  Faculty  and  students  are 
working  together  for  the  best  welfare  of  the  school, 
where  is  the  need  of  discipline?  Personal  Responsi- 
bility is  the  watchword  for  the  student,  even  as  Growth 
is  for  the  Faculty.  The  student  is  never  under  rigid 
surveillance  but  is  expected  to  be  true  to  his  best  self. 
It  is  always  cheering  to  note  how  generally  our  students 
justify  this  trust  in  them — how  careful  they  are  not  to 
ill-use  or  mar  this  beautiful  building,  how  courteous 
they  are  to  their  teachers.  Jolly  and  sometimes  noisy, 
yes !  but  rarely  are  they  rude. 

Our  revered  Founder  desired  that  in  some  way  this 
school  should  inculcate  ethics  and  right  living  as 
exemplified  in  the  religion  of  Jesus  Christ,  and  our 
Faculty  have  ever  felt  deeply  that  their  first  duty  was 
character  building,  not  so  much  through  formal  instruc- 
tion as  by  example  and  by  the  thousand  indirect 
methods  open  to  every  earnest  teacher.  Moreover, 
each  morning  brings  the   school   together   for    a   short 


70  '^he  First  T>ecade 

religious  service.  Every  effort  has  been  made  to  add 
variety  and  interest  to  these  assemblies  by  introducing 
good  music  as  well  as  by  short,  practical  talks  from 
members  of  the  Faculty  or  invited  guests.  A  branch 
of  the  Y.  M.  C.  A.  and  one  of  the  Y.  W.  C.  A.  are  well 
supported  by  teachers  and  students,  under  whose  super- 
vision several  Bible  classes  are  conducted. 

The  social  and  recreative  side  of  student  life  finds 
expression  in  social  clubs  with  occasional  parties,  in 
athletics,  and  in  other  student  organizations.  But  the 
thing  absolutely  necessary  to  the  best  social  and  physi- 
cal development  of  our  boys  and  girls  is  still  lacking — 
an  adequately  equipped  gymnasium  with  a  hall  for 
social  events. 

In  comparison  with  the  two  hundred  and  seventy 
years  of  Harvard  or  the  eight  or  nine  centuries  of 
Oxford  and  Cambridge,  our  ten  years  are  but  babyhood, 
yet  these  years  are  enough  to  aid  us  in  judging  whether 
Bradley  Polytechnic  Institute  has  an  excuse  for  being, 
whether  it  has  met  a  real  need.  The  nearly  six  hun- 
dred students  that  overfill  its  two  schools  are  perhaps 
a  sufficient  answer  to  this  query,  but  an  even  more  con- 
vincing proof  of  the  value  of  the  school  is  the  success 
of  its  graduates.  At  the  close  of  our  last  catalogue 
are  a  half  dozen  pages  of  very  interesting  matter,  a 
brief  history  of  the  graduates  of  our  college  from  1898 
to  1906.  Out  of  one  hundred  and  twenty-eight  gradu- 
ates, seventy-two  have  continued  their  studies  at 
college,  university  or  technical  school  and  have  won 
higher  degrees.     Fourteen  have  been  engaged  in  busi- 


Founders  T)ay  JJddresses — ^he  Later  Years  71 

ness,  two  are  chemists,  five  mechanical  or  electrical 
engineers,  three  draftsmen,  one  a  physician,  two  clergy- 
men; forty-five  have  taught,  of  whom  twelve  have 
positions  in  colleges  or  polytechnic  schools;  one  is  an 
examiner  in  the  Patent  Office  at  Washington.  While 
we  heartily  endorse  higher  education  for  our  girls,  we 
also  approve  of  marriage  for  them,  and  it  must  be 
remembered  that  our  Domestic  Economy  Department 
is  especially  adapted  to  preparing  girls  to  be  home- 
makers.  Hence  it  may  be  of  interest  to  note  that  ten 
of  our  fifty  girl  graduates  are  married,  and  as  all  are 
still  young,  and  are  attractive,  there  is  a  similar  out- 
look for  the  remaining  forty.  These  statistics  certainly 
show  that  our  school  has  fitted  young  people  for  worthy 
positions  in  many  different  callings  demanding  a  high 
grade  of  intellectual  development.  Our  course  of  study 
seems  also  to  have  solved  a  vexed  problem,  how  to  hold 
boys  through  a  high  school  course  and  even  into  the 
college,  for  of  one  hundred  and  twenty-eight  graduates 
sixty-three  are  young  men.  Including  the  last  class 
with  eight  graduates  from  the  Teachers'  Course  there 
are  one  hundred  and  thirty-two  graduates,  of  whom 
sixty-five  are  men.  Are  not  the  one  hundred  and 
thirty-two  young  people  who  are  prepared  not  only  to 
make  their  way  in  this  difficult,  competing  world  but 
also  to  get  the  deepest  enjoyment  out  of  life,  as  well  as 
to  put  into  life  the  best  work  and  the  most  intelligent 
service,  are  not  these  rationally  educated  young  men 
and  women  the  best  return  that  we  can  render  Mrs. 
Bradley   on  this   tenth   Founder's  Day,  and  the  most 


72  Vbe  First  "Decade 

appropriate  gift  for  her  90th  birthday,  as  a  thank-offer- 
ing from  the  people  of  Peoria  for  her  great  and  wise 
generosity  to  the  community  in  which  she  has  lived 
through  many  years  ? 

Annual  Statement  of  the  Director 

June  21,  1907. 
Theodore  C.  Burgess, 

The  Institute  feels  that  no  slight  honor  is  conferred 
upon  it  by  the  presence  as  the  orator  at  this  our  tenth 
Convocation  of  the  Chancellor  of  the  University  of 
Nebraska — E.  Benjamin  Andrews.  His  services  to  the 
cause  of  education  are  familiar  and  have  won  for  him 
the  permanent  recognition  which  they  deserve — as 
President  of  Brown  University,  next  and  perhaps  the 
most  important  in  ultimate,  if  not  in  immediate,  influ- 
ence and  results,  as  Superintendent  of  schools 
of  the  city  of  Chicago  and  in  recent  years  as 
Chancellor  of  one  of  our  important  State  Universities. 
The  Institute  is  deeply  appreciative  of  his  courtesy  in 
coming  at  our  summons  from  a  distant  city  and  joins 
with  its  many  friends  in  thanking  Chancellor  Andrews 
for  the  address  to  which  we  have  just  listened. 

With  the  exercises  of  this  evening  Bradley  Poly- 
technic Institute  closes  its  tenth  year.  The  presence 
for  ten  years  of  an  institution  for  higher  education  in 
any  city  ought  to  mean  much  for  that  city's  welfare 
and  advancement  in  all  that  tends  toward  rectitude  and 
enduring  progress.  The  Institute  is  the  result  of  plans 
long  cherished  and  carefully  pondered  by  our  revered 


ZEALY  J^.  HOLMES 


Jlnnual  Statement  of  the  Tiirector  73 

founder.  But  the  actual  realization  of  these  plans 
came  with  remarkable  rapidity.  The  advice  of  the  late 
William  R.  Harper  whose  services  to  the  Institute  from 
its  formative  days  to  the  date  of  his  untimely  death  can 
hardly  be  over  estimated,  led  to  the  selecting  of  an 
earlier  date  for  its  founding  than  had  before  been  con- 
templated and  also  had  much  to  do  in  determining  the 
character  of  the  institution.  A  charter  was  quickly 
secured  and  seven  trustees  appointed.  The  first  meet- 
ing of  the  trustees  was  held  ten  years  ago  last  fall, 
November  16,  1896.  In  less  than  one  year — to  be  exact, 
before  October,  1897 — a  wonderful  work  had  been 
accomplished.  Two  buildings  had  been  planned,  erect- 
ed and  equipped,  a  faculty  gathered,  a  curriculum 
arranged,  a  body  of  students  enrolled,  and  regular 
school  work  begun. 

What  has  been  accomplished  for  Peoria  and  this 
immediate  vicinity  by  Bradley  Institute  in  the  ten  years 
that  have  elapsed  since  its  founding  in  October,  1897  ? 
Calmly,  without  ostentation  the  Institute  has  made  a 
sustained,  conscientious  effort  to  offer  to  the  people  of 
this  city  and  community  a  practical  and  efficient  type 
of  education.  It  has  aimed  to  be  a  school  which  should 
present  great  variety  of  opportunities  and  unusual 
advantages  for  their  realization.  This  aim  has  been 
directed  and  controlled  by  the  firm  conviction  that 
sturdy  upright  character  is  the  real  foundation  of  pro- 
gress and  success.  The  faculty  has  endeavored  by 
daily  chapel  exercises,  by  personal  example  and  indi- 
vidual   effort    to    cultivate  in  every  student    who    has 


74  Vhe  First  "Decade 

attended  the  institute  noble  and  symmetrical  ideals  and 
persistence  of  purpose  in  attaining  these.  What  the 
results  have  been  it  is  impossible  fully  to  estimate. 

The  exact  contribution  of  a  college  or  secondary 
school  to  the  community  in  which  it  is  situated  is  beyond 
our  power  to  measure.  Much  of  its  work,  many  of  its 
results  are  visible  but  the  greater,  and  perhaps  the 
better  part,  does  not  readily  admit  of  analysis  or  esti- 
mate. Its  influence  for  good  issues  in  a  thousand  forms 
and  moves  on  in  later  generations,  affecting  every 
phase  of  life.  The  work  of  an  institution  can  be  judged, 
but  only  in  slight  part,  by  the  number  and  character  of 
its  graduates.  The  graduates  from  the  college  at 
Bradley  during  these  ten  years  make  a  total  of  one 
hundred  and  forty-three,  seventy-five  young  women  and 
sixty-eight  young  men.  Forty-eight  of  those  have  since 
completed  a  full  college  course.  Forty-one  more  are 
still  continuing  their  studies  and  about  forty  have  gone 
directly  from  our  own  graduation  to  business  or  teach- 
ing or  a  similar  occupation.  The  graduates  of  Bradley 
have  found  it  possible  to  complete  their  college  course 
in  two  years  in  our  leading  colleges  and  universities, 
securing  here  the  college  work  of  the  first  and  second 
years  at  vastly  less  expense  and  in  most  cases  with 
better  instruction,  since  many  of  our  largest  institutions 
place  their  Freshmen  and  Sophomore  work  in  the  hands 
of  young  and  inexperienced  teachers.  Their  further 
study  has  been  carried  on  in  a  great  variety  of  Institu- 
tions— Chicago,  Michigan,  Illinois,  Missouri,  North- 
western, Cornell,  Smith,  Dartmouth,  Princeton,  Oberlin, 


Jlnnual  Statement  of  the  T)irector  75 

Harvard,  Massachusetts  Institute  of  Technology,  Mt. 
Holyoke,  Armour  Institute,  Lake  Forest  and  others. 
Over  fifty  of  our  graduates  have  become  teachers,  thirty- 
one  of  them  in  the  city  of  Peoria  and  others  in  high 
schools  in  this  and  neighboring  states.  We  have  an 
alumnus  upon  the  faculty  of  Williams  College,  Rose 
Polytechnic  Institute,  Pratt  Institute,  St.  Louis  Univer- 
sity. Thirty-five  have  entered  upon  some  form  of 
business;  the  ministry,  law,  medicine — each  has  its 
representative.  One  of  our  graduates  has  won  the  Ph. 
D.  degree  at  a  German  University,  another  is  still 
engaged  in  that  undertaking.  Several  have  been 
honored  with  the  Phi  Beta  Kappa  key,  one  at  Dartmouth 
and  another  at  the  University  of  Chicago.  Fellowships, 
scholarships  and  other  honors  have  given  evidence  of 
the  success  of  our  graduates  in  their  studies. 

The  Institute  offers  five  distinct  groups  or  courses 
of  study.  Our  graduates  are  distributed  among  these 
as  follows :  forty-five  from  the  Science  Group,  twelve 
from  the  Engineering,  twenty-seven  from  the  Classics, 
fifty-seven  from  the  Literature  and  two  from  the 
Mechanic  Arts.  The  larger  number  in  the  Literature 
group  is  due  to  the  fact  that  most  young  women  take  this 
line  of  work.  The  majority  of  the  young  men  choose 
engineering  or  mechanic  arts  but  fewer  have  completed 
these  courses  owing  to  several  facts;  chiefly  that  few 
high  schools  offer  work  leading  to  engineering  or 
mechanic  arts  and  accordingly  few  are  able  to  enter 
with  preparation  for  that  line  of  work.  Then  too  the 
more  direct,  practical  bearing  of  these  courses   offers 


76  "Ube  First  T>ecade 

greater  temptation  to  withdraw  from  the  school  and  to 
accept  some  remunerative  position  before  completing 
the  course  of  preparation  which  it  would  be  desirable 
to  have. 

Only  since  1901  have  we  graduated  classes  from 
the  academy.  During  these  seven  years  one  hundred 
and  forty- four  have  completed  the  academy  course. 
Sixty-three  of  these  have  gone  on  with  their  studies 
here  and  have  already  graduated  from  the  Institute. 
Many  are  still  among  our  students.  Most  of  the  others 
have  continued  their  education  at  Vassar,  Smith, 
University  of  Illinois,  Cornell,  Harvard,  University  of 
Chicago  and  others  of  our  leading  institutions.  These 
students  are  accepted  upon  our  certificate  in  every  in- 
stitution which  accepts  students  from  any  school. 

The  graduates  of  an  institution  represent  but  a 
fraction  of  its  product  and  form  no  full  measure  of  its 
influence.  Especially  is  this  true  where  secondary 
education,  as  well  as  college,  is  involved.  The  past  ten 
years  have  seen  a  large  body  of  students  in  attendance 
at  Bradley  Institute.  The  total  number  of  different 
individuals  at  Bradley  Hall,  the  Horological  department 
and  summer  school  has  reached  about  4000.  At 
Bradley  Hall  these  have  come  chiefly  from  Peoria  and 
adjoining  counties.  In  the  Horological  department  the 
reverse  is  true.  During  the  ten  years  students  have 
come  to  the  Horological  department  from  every  state 
in  the  Union,  except  Nevada,  New  Hampshire  and 
Delaware.  Many  distant  parts  of  our  country  have 
sent  large  numbers.     There  have  been  more  than  sixty 


jinnual  Statement  of  the  T)irector  77 

from  Texas  and  thirty  from  California,  four  from  Idaho, 
six  from  Florida,  four  from  Maine,  fifty-eight  from  Penn- 
sylvania and  correspondingly  increased  numbers  from 
states  nearer  by  us. 

During  these  ten  years  the  faculty  at  Bradley  Hall 
has  increased  from  fourteen  to  twenty-eight  and  in  the 
Horological  department  from  five  to  six  making  a  present 
total  of  thirty-four.  Six  members  of  the  original  faculty  are 
still  connected  with  the  Institute,  Mr.  Westlake,  Miss 
Bartlett,  Mr.  Bennett,  Mr.  Wyckoff,  Mr.  Comstock,  and 
the  present  Director.  Many  have  been  taken  from  our 
faculty  to  assume  positions  of  importance  in  other  in- 
stitutions. Former  members  of  this  faculty  are  now 
connected  with  the  faculties  of  Princeton,  University  of 
Illinois,  St.  Louis  University,  Coe  and  Doane  Colleges 
in  Nebraska,  University  of  Washington,  Kansas  Agri- 
cultural College,  University  of  Chicago,  University  of 
Idaho,  Lawrence,  Hanover,  Wabash,  and  Lincoln 
Colleges. 

This  tenth  year  has  very  appropriately  witnessed 
the  largest  enrollment  of  students  in  the  Institute's 
history.  The  total  has  been  seven  hundred  and  eleven  as 
against  alittle  more  than  six  hundred  for  any  previous  year. 
The  increase  has  characterized  the  Horological  Depart- 
ment as  well  as  Bradley  Hall.  Two  hundred  and  twelve 
students  have  been  enrolled  in  Horology  this  year.  There 
is  no  fixed  time  for  entering  or  leaving  and  so  in 
that  department  there  is  a  constant  coming  and 
going.  The  largest  number  present  any  given  week 
has  been  one  hundred  and  nine.  A  new  appreciation 
of    the    reputation  of    this    department    comes    from 


7S  T/ic  First  "Decade 

the  fact  that  these  212  students  have  come  to  Peoria 
from  more  than  30  different  states. 

A  most  welcome  feature  of  the  enrollment  for  the 
present  year  has  been  the  increase  in  the  number  of 
college  students.  We  report  this  year  a  total  of  one 
hundred  and  four  in  our  college,  making  the  classifica- 
tion as  rigid  as  that  employed  in  our  best  universities. 
The  largest  number  for  any  preceding  year  has  been 
eighty-three.  We  gain  somewhat  in  the  interpretation 
of  these  figures  by  comparing  our  college  with  other 
colleges  in  this  state.  Our  largest  institutions,  Univer- 
sity of  Illinois,  Chicago,  Northwestern,  Armour  Institute, 
form  a  class  by  themselves.  Setting  aside  these  four  there 
are  but  five  colleges  in  our  state  with  a  larger  college 
enrollment  than  our  own.  These  are  Monmouth,  Knox, 
Lake  Forest,  Lewis  Institute  and  the  James  Milliken 
University.  Nearly  fifty  institutions  in  Illinois  with 
the  title  college  have  fewer  strictly  college  students 
than  we. 

Another  very  pleasant  feature  of  the  work  at  Brad- 
ley Hall  this  year  has  been  the  request  on  the  part  of 
ladies  in  the  city  for  special  classes  in  sewing  and 
cooking.  The  work  has  been  entered  into  with  great 
enthusiasm  by  all  who  joined  and  has  proved  a  source 
of  pleasure  as  well  as  of  advantage.  The  Institute 
believes  that  in  giving  opportunities  for  such  "House- 
Keeper's  Courses"  it  is  doing  for  Peoria  one  of  the 
services  for  which  it  was  founded.  Plans  for  similar 
courses  for  next  year  are  already  being  formed. 


Jinnual  Statement  of  the  T>irector  79 

Several  changes  in  the  curriculum  will  go  into 
effect  next  year.  Physiography  has  been  dropped  and 
a  new  course  in  English  has  been  added  at  the  beginning 
of  the  first  year.  The  Engineering  Group  has  been 
worked  over  but  without  very  numerous  or  radical 
changes.  Many  of  our  students,  especially  in  the 
Engineering  Group,  wish  after  graduating  here  to  con- 
tinue their  work  at  the  University  of  Illinois.  Our 
present  arrangement  renders  it  possible  to  do  this  more 
easily  than  heretofore.  Students  in  the  Lower  Academy 
who  are  expecting  to  enter  this  group  are  now  allowed 
to  take  German  in  place  of  Latin  in  the  second  year. 
The  other  changes  in  this  and  other  groups  are  com- 
paratively unimportant  and  may  be  left  without 
separate  mention  here. 

The  trustees  have  granted  leave  of  absence  for  one 
year  to  two  members  of  our  faculty.  Mr.  George  C. 
Ashman  of  the  department  of  Chemistry  will  continue 
his  study  at  the  University  of  Chicago.  Mr.  W.  H. 
Bryan,  now  teaching  at  Highland  Park,  111.,  an  experi- 
enced and  successful  instructor,  will  take  charge  of  this 
work.  Leave  of  absence  for  one  year  has  also  been 
granted  to  Miss  Helen  Bartlett  for  travel  in  foreign 
lands.  The  position  of  Dean  of  Women  will  be  taken 
for  the  year  by  Miss  Duncan.  The  additional  assistance 
required  in  the  Modern  Language  Department  will  be 
rendered  by  Miss  Bertha  Reed  now  a  graduate  student 
at  Bryn  Mawr.  Miss  Reed  has  had  successful  teaching 
experience  in  German  and  in  addition  to  her  work  at 


60  "Vbe  First  T>ecade 

Bryn  Mawr  has  enjoyed  two  years  of  study  in  German 
universities. 

The  summer  school  for  1906-7,  devoted  to  Manual 
Training  and  Domestic  Economy,  proved  the  most  suc- 
cessful in  the  series  bringing  together  eighty  students 
from  seventeen  states,  some  as  far  distant  as  California, 
Texas  and  Canada.  A  similar  school  will  be  held  here 
this  summer  from  July  1st  to  August  3rd. 

The  numerous  literary  and  technical  organizations 
of  the  Institute  have  enjoyed  a  prosperous  year.  I  can 
refer  to  but  one,  the  important  work  done  by  the  various 
debating  clubs.  The  climax  was  reached  in  a  public 
debate  last  March  in  which  genuine  college  qualities 
were  displayed.  Plans  are  practically  complete  for  a 
contest  for  the  coming  year  with  one  of  our  neighboring 
colleges. 

A  little  more  than  one  year  ago  castings  for  a  new 
steam  engine  were  purchased.  Faithful  and  excellent 
work  has  been  done  by  students  and  instructors  in 
building  this  new  engine  and  it  is  now  practically 
ready  for  use,  making  a  valuable  addition  to  our  power 
plant  and  also  furnishing  interesting  evidence  of  the 
practical  character  of  the  work  done  in  our  shops. 

Our  library  has  long  since  grown  beyond  the  space 
originally  allotted  to  it.  The  conditions  have  become 
intolerable  and  for  another  year  we  hope  to  have  them 
improved.  Additional  space  for  books  will  be  secured 
and  during  the  coming  year  the  library  will  be  cata- 
logued and  thus  vastly  increase  its  usefulness. 


Jlnnual  Statement  of  the  T>irector  81 

For  more  than  two  generations  fraternities  have 
maintained  themselves  in  most  of  our  colleges.  Some 
institutions  have  opposed  them  but  a  far  larger  number 
have  looked  upon  them  with  more  or  less  favor,  and 
their  position  to-day  is  in  many  respects  more  honorable 
and  their  standing  more  secure  than  ever  before  in 
their  history.  It  is  accepted  by  most  that  there  are 
dangers  and  evils  connected  with  college  secret  soci- 
eties but  the  general  fueling  is  inclining  more  and  more 
to  the  belief  that  the  advantages  which  they  offer  more 
than  out -balance  these.  The  past  few  years  have  seen 
a  very  vigorous  effort  to  introduce  fraternities  and 
sororities  into  high  schools.  As  soon  as  the  character 
and  effect  of  such  organizations  in  secondary  schools 
was  realized  they  were  discouraged  or  placed  under 
what  was  hoped  would  prove  prohibitive  restrictions  by 
high  school  faculties  and  school  boards.  The  opposition 
to  them  has  been  so  general  and  so  pronounced  that 
within  the  past  year  several  states  have  passed  laws 
excluding  such  organizations  from  secondary  schools  in 
the  states  affected.  College  Greek  letter  societies  as  a 
rule  look  upon  high  school  fraternities  with  disfavor,  in 
some  instances  refusing  to  receive  as  a  member  a  person 
who  has  joined  one  of  these  organizations. 

Fraternities  and  sororities  have  existed  at  Bradley 
Institute  somewhat  against  the  better  judgment  of  the 
faculty,  but  without  open  opposition.  It  was  held  by 
some  (I  believe  wrongly)  that  such  organizations  might 
properly  be  left  to  the  control  of  parents  since  so  much 
of  their  activity  lay  outside  the  school.      A   different 


82  Vhe  First  "Decade 

view  has  always  been  held  by  many  members  of  the 
faculty  and  recently  has  prevailed  with  practical 
unanimity. 

There  are  theoretical  and  practical  objections  to 
these  organizations  among  younger  students  which 
those  recognize  who  do  not  strongly  object  to  them  in 
college  years.  It  is  clear  that  some  of  these  objections 
apply  with  less  force  here  than  in  many  schools  if  we 
are  to  judge  of  others  by  common  report.  But  there 
has  been  here  on  the  part  of  the  faculty  a  growing  con- 
viction that  the  existence  of  such  organizations  in  our 
academy  was  upon  the  whole  disadvantageous.  All  the 
questions  involved  have  been  fully  discussed  during  the 
present  year  and  at  the  meeting  of  the  faculty  for  May 
20th,  it  was  voted  to  restrict  membership  in  fraternities 
and  sororities  to  the  college  years.  This  includes 
rushing.  The  faculty  also  voted  to  reopen  the  entire 
question  not  later  than  three  years  from  this  time. 
The  faculty  holds  on  the  one  hand  that  there  are  no  advan- 
tages of  importance  arising  from  secret  organizations 
in  our  academy  which  cannot  be  obtained  without  them 
and  on  the  other  hand  that  such  organizations  are  un- 
wise for  students  of  the  high  school  age  as  being  by  their 
very  nature  selfish  and  undemocratic,  tending  inevitably 
to  divide  a  school  into  exclusive  if  not  hostile  factions; 
giving  a  false  idea  of  life,  through  being  too  expensive, 
giving  too  much  prominence  to  purely  social  affairs, 
occupying  too  much  time  and  thought  with 
subordinate  matters  to  the  detriment  or  exclusion 
of     the     more      serious      and      profitable      side      of 


Jlnnual  Statement  of  the  Director  83 

school  life.  They  are  especially  unnecessary  where, 
as  here,  a  large  proportion  of  the  school  body  live  at 
home. 

Social  distinctions  will  exist,  there  will  be  groups 
and  divisions  in  a  school  in  spite  of  all  that  may  be 
done.  Such  is  human  nature,  but  if  left  alone  these 
groups  shift  freely,  changing  as  one  grows  older  and 
acquires  new  and  higher  ideals.  At  the  age  and  de- 
gree of  maturity  which  belongs  to  the  high  school,  the 
fraternity  or  the  sorority  compels  ten  or  fifteen  young 
men  or  young  women  as  the  case  may  be,  to  enter  into 
a  bond  which  says  irrevocably  that  the  other  members 
of  this  organization  shall  be  his  special  companions 
and  friends  during  the  time  he  is  connected  with  this 
school,  be  it  one,  three  or  six  years.  If  a  mistake  has 
been  made  there  is  no  retreat.  Such  a  situation  for 
persons  of  such  an  age  is  fundamentally  wrong.  It  is 
dangerously  productive  of  evils  that  friendships  should 
be  formed  under  the  restriction  or  compulsion  of  an 
organization.  The  ten  or  fifteen  or  more  young  men  or 
young  women  of  high  school  age  who  compose  such  an 
organization  are  destined  to  develop  differently.  Even 
the  space  of  one  year  will  demonstrate  this.  Some  of 
these  will  naturally  continue  their  friendship  through 
life,  others  should  more  properly  fall  into  new  groups. 
The  fraternities  and  sororities  create  an  artificial  and 
permanent  set  of  associations  at  the  very  time  when 
every  person  should  be  free  to  make  friends  without 
restrictions,  when  and  where  he  pleases,  to  change 
them  as  one  develops  or  as  one  comes  into  contact  with 


84  Vbe  First  T>ecade 

new  companions.  Immature  minds  should  not  be  called 
upon  to  make  a  permanent  choice  of  friends.  To  put 
it  in  a  general  way  young  students  should  have  a  broad 
social  horizon.  In  view  of  these  and  other  facts  it  has 
been  decided  to  exclude  fraternities  and  sororities  from 
the  Academy  at  Bradley.  Hereafter  only  College 
students  will  be  permitted  to  join  such  organizations. 

The  Founder's  Day  exercises  of  the  present  year 
were  made  memorable  by  the  statement  that  through 
the  kindly  interest  of  Mrs.  Bradley  a  gymnasium  would 
be  erected  at  sometime  during  the  coming  year.  This 
announcement  was  received  with  great  enthusiasm  and 
this  feeling  still  continues.  Much  time  has  been  de- 
voted to  a  consideration  of  plans  and  these  are  begin- 
ning to  reach  somewhat  definite  form.  The  gymnasium 
will  prove  a  most  valuable  addition  to  our  equipment. 
During  the  coming  summer  the  Athletic  Field  will  be 
enclosed  with  an  iron  fence  seven  feet  in  height  with 
suitable  gates.  This  will  be  a  permanent  improvement 
and  one  which  has  long  been  needed. 

In  closing  let  me  make  appreciative  mention  of  the 
unselfish  interest  in  the  good  of  the  Institute  which  has 
been  manifested  in  many  ways  and  on  many  occasions 
by  our  school  body  during  this  school  year.  A  sym- 
pathetic and  loyal  body  of  students  is  a  most  important 
condition  of  successful  work. 


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Historical  Sketch 

General  Statement 

Bradley  Polytechnic  Institute,  Peoria,  Illinois,  was 
opened  October  4tli,  1897.  Its  founding  was  the  result 
of  plans  formed  years  before.  Mr.  and  Mrs.  Tobias  S. 
Bradley  of  Peoria  originally  purposed  to  endow  a  school 
as  a  memorial  to  their  deceased  children.  With  this  in 
view  they  visited  a  number  of  prominent  institutions. 
In  1867,  before  the  execution  of  their  plans,  an  accident 
caused  the  death  of  Mr.  Bradley.  The  management  of 
a  large  estate  was  thus  suddenly  thrown  upon  the  widow. 
Mrs.  Bradley  was  without  experience  in  business  affairs 
but  soon  proved  that  she  possessed  unerring  good  judg- 
ment and  business  ability  of  the  highest  order.  Under 
her  care  the  estate  of  about  one  half  million  was  not 
only  preserved  but  steadily  developed  and  increased. 
After  some  years  Mrs.  Bradley  entered  again  upon  the 
plans  which  had  been  begun  in  her  husband's  lifetime 
and  the  general  outline  of  the  institution  which  she 
wished  to  found  was  formed  practically  as  it  is  now 
seen  in  the  constitution  of  the  Institute.  These  plans 
involved  thorough  deliberation  and  investigation  lasting 
through  many  years.  In  establishing  Bradley  Institute 
it  was  her  intention  to  afford  the  youth  of  Peoria  and 
surrounding  counties  the  opportunity  to  secure  a  prac- 
tical and  serviceable  education  and  particularly  to  teach 
them  to  work  and  to  regard  work  as  honorable.  This 
school  was  to  be  started  after  her  death  but  upon  con- 
sultation with   President  Harper  of  the  University  of 

(55) 


86  "Uhe  First  T>ecade 

Chicago,  and  other  prominent  educators  of  the  middle 
west  she  determined  not  to  delay  its  inauguration.  A 
charter  was  applied  for  in  the  fall  of  1896.  A  Board  of 
Trustees  was  selected  and  their  first  meeting  held  on 
the  sixteenth  day  of  November  1896.  The  original 
Board  of  Trustees  was  constituted  as  follows: 

Oliver  J.  Bailey         ....         Peoria 

President 
Leslie  D.  Puterbaugh         .         .         .       Peoria 

Vice-President 
Harry  A.  Hammond  .  .  Wyoming 

Secretary 
William  R.  Harper     .      University  of  Chicago 
Rudolph  Pfeiffer         ....       Peoria 
Zealy  M.  Holmes         .         .         .         Mossville 
Albion  W.  Small       .       University  of  Chicago 
The  Board  and  its  officers  remain  unchanged  ex- 
cept for  the  vacancy  caused  by  the  death  of  President 
William   R.   Harper  of  the  University  of  Chicago  in 
January  1906.     His  place  upon   the  board  was  filled  by 
the  election  of   President  Harry  Pratt  Judson    of   the 
University  of  Chicago. 

Upon  the  request  of  the  Trustees  the  Institute  was 
granted  affiliation  with  the  University  of  Chicago. 

Mrs.  Bradley  entered  into  a  contract  with  the 
Trustees  to  provide  an  annual  income  to  support  the 
school  during  her  life  time  and  provided  in  her  will  for 
a  permanent  endowment  consisting  of  the  greater  part 
of  her  estate.  At  the  same  time  a  deed  for  nearly 
twenty  acres  of  ground  in  the  western  part  of  the  city 


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Historical  Sketch — General  Statement  87 

was  presented  to  the  Trustees  as  a  site  for  the  Institute 
buildings  and  $160,000  was  set  apart  for  building  and 
equipment.  Large  additions  were  made  to  this  fund  as 
the  buildings  progressed.  During  the  spring  and  sum- 
mer of  1897  two  buildings  were  erected  and  equipped, 
Bradley  Hall  and  the  Horological  Building.  Formal 
dedicatory  exercises  were  held  at  Bradley  Hall  on  the 
8th  of  October,  1897,  four  days  after  the  opening  of  its 
doors  to  students.  This  date  is  observed  with  appro- 
priate exercises  each  year  as  Founder's  Day.  President 
Harper  of  the  University  of  Chicago,  President  of  the 
Faculty  of  Bradley  Institute,  presided  and  the  dedicatory 
address  was  delivered  by  Lyman  J.  Gage,  Secretary  of 
the  Treasury  of  the  United  States.  The  audience 
taxed  the  capacity  of  the  building  to  its  utmost. 
Delegates  were  present  from  almost  every  college  in 
Illinois  and  from  several  neighboring  states.  The  oc- 
casion was  an  impressive  one.  A  banquet  was  given 
at  the  National  Hotel  in  the  evening  to  invited  guests 
and  a  general  reception  was  held  immediately  following. 
The  regular  work  of  instruction  began  a  little  less  than 
a  year  from  the  date  at  which  definite  plans  were  first 
discussed.  Of  necessity  much  work  was  still  in  progress. 
The  unfinished  state  of  the  building  rendered  it  necess- 
ary to  limit  the  number  of  students  to  be  accepted  for 
the  first  year  to  one  hundred  and  fifty.  The  full  number 
presented  themselves  for  work  upon  the  opening  day. 

The  Horological  Building  (Horology  Hall)  was 
dedicated  November  19th  with  an  address  by  Theodore 
Gribi  of  Chicago.     This  building  was  erected  to  accom- 


88  ^he  First  Decade 

modate  a  school  to  teach  watchmaking  and  allied  trades. 
It  was  purchased  by  Mrs.  Bradley  in  1892  and  moved  to 
Peoria  from  LaPorte,  Indiana,  where  it  was  established 
in  1886.  The  present  building  and  its  equipment  is 
probably  the  most  complete  of  any  for  its  purpose  in 
the  world.  It  has  grown  steadily  in  the  thoroughness 
of  its  work  and  in  the  number  of  its  students.  There 
are  now  enrolled  about  one  hundred  students.  There 
were  in  all  during  the  past  year  (1906-7 )  about  two  hundred. 
These  students  come  from  every  part  of  the  United  States. 
Since  the  f  oundingof  the  Horological  School  students  have 
come  to  it  from  every  state  in  the  Union  with  the  exception 
of  Nevada,  Delaware  and  New  Hampshire.  Several 
have  come  from  foreign  countries.  The  Horological 
School  has  the  following  departments:  Elementary 
Watchwork,  Finishing,  Engraving,  Jewelry,  Clock  work 
and  the  Department  of  Optics.  In  1897  the  Horological 
School  was  made  a  part  of  Bradley  Institute  under  the 
care  of  the  Trustees  and  Director.  The  Horological 
School  has  no  terms  or  vacations.  Its  work  is  con- 
tinuous. Instruction  is  almost  entirely  individual  rather 
than  in  classes.  The  student  enters  at  any  time  and 
remains  until  he  has  completed  the  work  for  which  he 
had  planned. 

Bradley  Hall  contains  the  other  activities  of  the 
school.  It  admits  students  who  have  completed  the 
work  of  the  eighth  grade  and  presents  a  six  year  course 
of  study,  including  such  subjects  as  are  usually  taught 
in  academies  and  the  first  two  years  of  college,  and  in 
addition  to  these  Manual  Training  and  Domestic  Econ- 


Historical  Sketch — General  Statement  89 

omy.  Four  years  of  the  work  belongs  to  the  high  school 
period  and  two  to  the  college,  fitting  one  to  enter  the 
junior  year  of  the  best  colleges,  universities  or  engineer- 
ing schools.  After  the  second  year  of  the  course  the 
student  may  specialize  by  choosing  a  group  of  studies 
emphasizing  some  special  subject.  The  following 
groups  are  offered :  Science,  Engineering,  Classics, 
Literature,  Mechanic  Arts.  Upon  completion  of  the 
work  of  one  of  these  groups  the  student  is  granted  a 
diploma  and  the  title  Associate  in  Arts,  Literature,  or 
Science  as  the  case  may  be.  The  Institute  presents 
unusual  opportunities  for  those  interested  in  Manual 
Training  and  Domestic  Science.  A  Teachers'  Course 
is  given  for  those  who  wish  to  become  teachers  of  either 
of  these  subjects.  These  teachers'  courses  were  begun 
in  the  fall  of  1905  and  have  proved  a  distinct  success. 
The  completion  of  the  Teachers'  Course  for  Manual 
Training  or  that  preparing  for  Domestic  Science  entitles 
the  student  to  a  Teachers'  Certificate.  The  Institute 
has  the  following  departments :  Biology,  Chemistry, 
Domestic  Economy,  English,  German  and  French,  His- 
tory, Latin  and  Greek,  Manual  Arts,  Mathematics, 
Physics.  At  the  opening  of  the  Institute  the  number 
of  students  was  limited  to  one  hundred  and  fifty ;  that 
number  has  since  been  increased  until  during  the  year 
1906-7  there  were  seven  hundred  and  nine  students 
enrolled,  five  hundred  and  eleven  in  Bradley  Hall,  one 
hundred  and  ninety-eight  in  the  Horological  school  and 
eighty  in  the  summer  school.  The  school  year  is  of 
thirty-six  weeks  divided  into  three  quarters,  beginning 


90  ^he  First  Decade 

the  last  week  in  September  and  closing  about  the  20th 
of  June.  For  the  past  four  years  a  summer  school  of 
Manual  Training  and  Domestic  Economy  has  been  held 
beginning  early  in  July  and  lasting  for  five  weeks. 
Ninety-eight  students  attended  the  summer  school  of 
1907.  Almost  all  of  these  were  teachers  of  Manual 
Training  or  Domestic  Science  and  they  came  from 
many  different  states. 

In  1904  a  station  of  the  United  States  Weather 
Bureau  was  established  in  a  separate  building  erected 
by  the  Government  at  the  north  end  of  the  campus. 
This  station  is  under  the  care  of  Dewey  A.  Seeley  as 
forecaster.  Mr.  Seeley  gives  instruction  and  lectures 
in  classes  at  the  Institute  at  different  times  as  may 
seem  suitable. 

At  the  Founder's  Day  gathering  October  8,  1906, 
announcement  was  made  that  Mrs.  Bradley  would  soon 
erect  upon  the  campus  a  gymnasium,  to  cost  with  its 
equipment  in  the  neighborhood  of  $75,000.  Plans  for 
this  gymnasium  are  now  well  developed  and  within  a 
few  months  the  actual  work  will  be  begun.  It  is 
expected  that  this  gymnasium  will  be  attractive  in 
exterior  and  fully  equipped.  The  plans  include  a 
natatorium,  bowling  alley,  rooms  for  social  purposes,  etc. 


Faculty  of  the  School  of  Arts  and  Sciences 

As  Constituted  for  the  School  Year  1907-8 

Officers  of  Administration 

C  Director  of  the  Institute 
Theodore  C.  Burgess         \  Dean  of  College  and 

\  Higher  Academy 

Dorothy  Duncan         .         .         .  Dean  of  Women 

Charles  Truman  Wyckoff  .  Dean  of  Lower  Academy 
Clarence  Elmer  Comstock  .         .  Recorder 

Officers  of  Instruction 

Theodore  Chalon  Burgess,  Ph.  D., 

Professor  of  Greek  and  Latin. 
A  .B.,  Hamilton  College,  1883;  A.  M.,  ibid.,  1886;  Head  of  Classical 
Department,  Fredonia  (N.  Y.)  State  Normal  School,  1883-96;  Graduate 
Student  in  Greek,  University  of  Chicago,  1896-7;  Fellow  in  Greek,  ibid., 
1897-8;  Ph.  D.,  ibid.,  1898;  Assistant  Professor  of  Greek,  University  of 
Chicago,  Summers,  1900-05;  Professor  of  Greek,  zdicf..  Summers,  1907- 
8;  Assistant  Professor  of  Greek  and  Latin,  Bradley  Institute,  1897-1904. 

Charles  Alpheus  Bennett,  B.  S., 

Professor  of  Manual  Arts. 
B.  S.,  Worcester  Polytechnic  Institute,  1886;  Machinist  and  Drafts- 
man with  Brown  &  Sharpe  Manufacturing  Co.  and  Putnam  Machine 
Co.,  1886-7;  Teacher  of  Manual  Training,  High  School,  St.  Paul, 
Minnesota,  1887-8;  Principal  of  Manual  Training  High  School,  St. 
Paul,  Minnesota,  1888-91;  Professor  of  Manual  Training,  Teachers, 
College,  New  York  City,  1891-7;  Editor  of  Manual  Training  Magazine; 
Assistant  Professor  of  Manual  Arts,  Bradley  Institute,  1897-1904. 

*  Helen  Bartlett,  Ph.  D., 

Professor  of  Modern  Languages, 
Student  in  Berlin,  1882-4  and  1890;  Teacher  of  German,  Peoria 
High  School,  1884-9;  Assistant  Principal,  1887-9;  Student  Newnham 
College,  University  of  Cambridge,  England,  1889;  A.  B.,  Bryn  Mawr 
College,  1892;  A.  M.,  1893;  Ph.  D.,  ibid.,  1896;  Graduate  Student  in 
English  and  German,  Bryn  Mawr  College,  1892-5;  Fellow  in  English, 
ibid.,  1893-4;  Holder  of  the  American  Fellowship  of  the  Association  of 
Collegiate  Alumnae,  1894-5;  Instructor  in  German,  Portland  Academy, 
Portland,  Oregon,  1896-7;  Student  at  University  of  Berlin,  Spring  and 
Summer,  1905;  Assistant  Professor  of  Modern  Languages,  Bradley 
Institute,  1897-1904. 
*  On  leave  of  absence.  (9/  ) 


92  "Vhe  First  'Decade 

Charles  Truman  Wyckoff,  Ph.  D., 
Professor  of  History, 
A.  B.,  Knox  College,  1884;  A.  U.^ibid.,  1887;  B.  D.,  Chicago  The- 
ological Seminary,  1887;  Head  of  English  Department,  Osaka  Middle 
School,  Japan,  1888-9;  Instructor  in  English,  Doshisha  University, 
Kyoto,  Japan,  1889-91;  Lecturer  on  the  History  of  Sacred  Music, 
Chicago  Theological  Seminary,  1901-3;  Graduate  Student  of  History 
and  Political  Science,  University  of  Chicago,  1894-96;  Fellow,  ibid., 
1896-97;  Ph.  D.,  ibid.,  1897;  Instructor  in  History,  Bradley  Institute, 
1897-1900;  Assistant  Professor,  ibid.,  1900-1904. 

Clarence  Elmer  Comstock,  A.  M., 

Assistant  Professor  of  Mathematics. 

A.  B.,  Knox  College,  1888;  Instructor  in  Mathematics  and  English, 
Blackburn  University,  1888-9;  Instructor  in  Mathematics,  Knox  College, 
1889-92,  1893-94;  A.  M.,  Knox  College,  1891;  Graduate  Student  in 
Mathematics,  Johns  Hopkins  University,  1892-3,  1894-5;  University  of 
Chicago,  1895-6;  Instructor  in  Mathematics,  Princeton- Yale  School, 
Chicago,  1896-7;  Instructor  in  Mathematics,  Bradley  Institute,  1897-1902. 

Frederic  Lendall  Bishop,  Ph.  D., 

Assistant  Professor  of  Physics. 
Student,  Literature  and  Language,  Boston  University,  1894-5;  S.B., 
Massachusetts  Institute  of  Technology,  1898;  Graduate  Student,  ibid.. 
Summer,  1898;  Graduate  Student  in  Physics,  University  of  Chicago, 
Summer,  1900;  Winter  and  Spring,  1905;  Ph.  lL>.,ibid.,\QQS;  Associate 
in  Physics,  Bradley  Institute,  1898-1900;  Instructor,  ibid.,  1900-1903. 

Wales  Harrison  Packard,  S.  B., 

Assistant  Professor  of  Biology. 
S.  B.,  Olivet  College,  1894;  Fellow  in  Zoology,  University  of 
Chicago,  1895-8;  Instructor  in  Zoology,  Marine  Biological  Laboratory, 
Woods  Holl,  Mass.,  Summers,  1895-99;  Research  Work,  ibid.,  Summers, 
1905-6;  Instructor  in  Physiology,  University  of  Chicago,  Summer,  1903; 
Associate  in  Biology,  Bradley  Institute,  1898-1901;  Instructor,  ibid., 
1901-04. 

*George  Cromwell  Ashman,  M.  S., 

Assistant  Professor  of  Chemistry. 

B.  Sc,  Wabash  College,  1895;  Graduate  Student  and  Instructor  in 
Chemistry,  ibid.,  1895-6;  Teacher  Physics  and  Chemistry,  Frankfort, 
Ind.,  High  School,  1896-1901;  Teacher  Physics  and  Chemistry,  Illinois 
State  Normal  School,  Charleston,  Summer,  1901;  Graduate  Student, 
University  of  Chicago,  Summers,  1897-1900;  M.  S.,  ibid.,  1905;  Associ- 
ate in  Chemistry,  Bradley  Institute,  1901-3;  Instructor,  ibid.,  1903-5. 
*On  leave  of  absence. 


Historical  Sketch — School  of  Arts  and  Sciences  93 

Margaret  McLaughlin,  A.  M., 

Instructor  in  English, 

Student,  National  Normal,  Lebanon,  Ohio,  1888-92;  A.  B.,  ibid.., 
1890;  L.  L.  B.  by  examination  before  committee  of  Supreme  Court  of 
Ohio,  1892;  Instructor  in  English,  National  Normal,  Lebanon,  Ohio, 
1896-1901;  Lewisville  Academy,  Lewisville,  Texas,  1901-2;  Graduate 
Student,  Yale  University,  1902-4;  University  of  Chicago,  1904-5;  A.  M., 
ibid.,  1905. 

Helen  Morrison  Day,  B.  S., 

Instructor  in  Domestic  Economy, 

Diploma  for  teaching  Domestic  Science,  Teachers  College,  1903; 
B.  S.  Columbia,  1907;  Assistant  in  Domestic  Science,  Teachers  College, 
1903-6;  Instructor  and  Lecturer  in  Domestic  Science  Extension  Depart- 
ment, Teachers  College,  1906-7;  Lyndhurst  Industrial  School,  1903-4; 
Instructor  in  Domestic  Science,  Chautauqua,  N.  Y.,  Summer,  1907. 

Clinton  Sheldon  VanDeusen,  M.  E., 
Instructor  in  Manual  Arts, 

M.  E.,  Cornell  University,  1894;  Instructor  in  Mathematics, 
Keuka  College,  1894-5;  Instructor  in  Woodworking  and  Mechanical 
Drawing,  Frankfort,  Ky.,  1895-6;  Central  High  School,  Minneapolis, 
1896-98;  Associate  in  Manual  Arts,  Bradley  Institute,  1898-1904. 

William  Henry  Bryan,  B.  S., 

Instructor  in   Chemistry, 

B.  Ped. ,  Ohio  Normal  University,  1902;  B.  S.,  University  of  Chicago, 
1904;  Instructor  in  Physics  and  Chemistry,  DeKalb  Township  High 
School,  1904-5;  Graduate  Student  University  of  Chicago,  1905-6; 
Instructor  in  Physics  and  Chemistry,  Deerfield  Township  High  School, 
1906-7. 

Elida  Esther  Winchip, 

Instructor  in  Domestic  Economy, 

Superintendent  of  Sewing,  Kansas  State  Agricultural  College, 
1884-97;  Associate  in  Domestic  Economy,  Bradley  Institute,  1898-1904. 

William  Frederick  Raymond, 

Instructor  in  Manual  Arts, 

Machinist  for  Warner  and  Swasey,  Cleveland,  O.,  Worthington 
Hydraulic  Works,  New  York,  and  Pittsburg  Locomotive  Works,  Pitts- 
burg, Pa.  For  six  years  Mechanician,  Department  of  Experimental 
Engineering,  Cornell  University.  Assistant  in  Manual  Arts,  Bradley 
Institute,  1898-1901;  Associate,  ibid.,  1901-4. 


94  "Uhe  First  T>ecade 

Adelaide  Mickel, 

Instructor  in  Drawing, 

Graduate  Chicago  Art  Institute,  1900;  Designer  for  Marshall  Field 
&  Co.,  Chicago,  1900-1;  Student,  School  of  Education,  Chicago,  Sum- 
mer, 1901;  Student,  Harvard  University,  Summer,  1902. 

Mary  Bates  Blossom, 

Instructor  in   German  and  French, 

Teacher  in  Peoria  High  Schools,  1893-6;  Student  in  Berlin,  1900-2; 
University  of  Berlin,  1901-2;  Student,  University  of  Chicago,  Summers, 
1903-4;  Student,  Guilde  Internationale  and  Sorbonne,  Paris,  1905-6. 

Dorothy  Duncan,  A.  B., 

Instructor  in   German  and  Latin, 

A.  B.,  University  of  Chicago,  1904;  Student  at  the  University  of 
Berlin,  1904-5. 

Frederick  Huston  Evans,  M.  E., 

Instructor  in  Manual  Arts. 

B.  M.  E.,  Kentucky  State  College,  1903;  Draftsman  for  the  Ironton 
Engine  Co.,  Ironton,  Ohio,  1903-4;  with  Link  Belt  Machinery  Co., 
Chicago,  Summer,  1905;  M.  E.,  State  College  of  Kentucky,  1906; 
Draftsman  on  Union  Stock  Yards  Power  Plant  for  Sargent  &  Lundy, 
Chicago,  Summer,  1906. 

Bertha  Reed,  A.  M., 

Assistant  in   Germ^an, 

Ph.  B.,  DePauw  University,  1898;  A.  M.,  ibid.^  1902;  Instructor 
in  Latin  and  German  and  Dean  of  Women,  Grand  Prairie  Seminary, 
1898-1900;  Instructor  in  German,  High  School,  Decatur,  111.,  1900-02, 
1905-6;  Graduate  Student  in  German  and  English,  University  of  Berlin, 
1902-3;  University  of  Zurich,  1903-4;  Research  work  in  British  Museum, 
Summer,  1903;  Instructor  in  German,  Girls'  Latin  School,  Baltimore, 
1904-5;  Fellow  in  Teutonic  Philology,  Bryn  Mawr  College,  1906-7. 

Bertha  May  Scullen,  A.  B., 

Assistant  in  Domestic  Econom,y, 

Student  Assistant  in  Domestic  Economy,  Bradley  Institute,  1902-3; 
Graduate,  ibid.,  1903;  A.  B.,  University  of  Chicago,  1906. 


Historical  Sketch — School  of  Jlrts  and  Sciences  95 

George  R.  Coffman,  A.  B., 

Assistant  in  English, 

A.  B.,  Drake  University,  1903;  Student  Tutor,  Greek,  1901-1903; 
Teacher  Public  Schools,  Moulton,  Iowa,  1903-4;  Instructor  in  English, 
East  High  School,  Des  Moines,  Iowa,  1904-6;  Graduate  Student, 
University  of  Chicago,  Summer,  1905-6;  Reader  in  English,  University 
of  Chicago,  Summer,  1906. 

Frank  Crerie, 

Assistant  in  Drawing. 

Graduate  Massachusetts  Normal  Art  School,  1905;  Student  under 
Philip  Hale,  Art  Museum,  Worcester,  Mass.,  1897-9,  1901-4;  Graduate 
Boston  Evening  Drawing  School;  Student  under  Laurin  Martin  in  Arts 
and  Crafts  Work,  1904-5;  Teacher,  Boston  Public  Schools,  1905;  Illus- 
trator for  Richards  Publishing  Co.,  Boston,  Mass.,  1906. 

Melvin  Deforest  Renkenberger,  A.  B., 
Assistant  in  Biology. 

A.  B.,  Wabash  College,  1906;  Teacher  Public  Schools,  Noble  Co., 
Ind.,  1895-8;  Principal  Township  High  School,  La  Otto,  Ind.,  1898-1903. 

IvA  Frances  Rockwell,  A.  B., 

Assistant  in  Latin  and  Greek. 
Graduate  Bradley  Institute,  1904;  A.  B.,  University  of  Chicago,  1906. 

Martha  Shopbell,  B.  S., 

Assistant  in  Domestic  Economy. 

B.  S.,  University  of  Wisconsin,  1899;  Teacher  in  Wisconsin  High 
Schools,  1899-1902;  Student  Pratt  Institute,  1902-4;  Graduate,  Normal 
Domestic  Science  Course,  ibid.,  1904;  Teacher,  New  York  City  Vaca- 
tion Schools,  1903-4. 

Katherine  Fedora  Walters,  A.  B., 

Assistant  in  Ancient  Languages. 

M.  Di.,  Iowa  State  Normal  School,  1904;  A.  B.,  University  of 
Michigan,  1906;  Teacher,  High  School,  Grand  Junction,  Iowa,  1898-9; 
Principal  High  School,  Eldora,  Iowa,  1899-1900;  Teacher,  Keokuk, 
Iowa,  1900-1;  Cedar  Falls,  Iowa,  1901-4. 

Joseph  Stitt  Bikle,  A.  M., 

Assistant  in  Mathematics. 

A.  B.,  Columbia  University,  1903;  A.M.,  ibid.,  1904;  Teacher, 
High  School,  Hagerstown,  Md.,  1904-5;  New  Brighton,  Pa.,  1905-6; 
Altoona,  Pa..  1906-7. 


96  The  First  T>ecade 

Lloyd  Holsinger,  A.  B., 

Assistant  in  Mathematics, 

A.  B.,  University  of  Michigan,  1907;  Substitute  teacher,  Mt.  Mor- 
ris High  School,  1903-4;  Principal  Eureka  School,  Polo.  111.,  1905; 
Principal  West  Grove  School,  Forreston,  111.,  1906. 

Grace  Eaton  Hauk, 

Assistant  in  English  and  Library. 

Student  Assistant  in  English  at  Bradley  Institute,  1906-7;  graduate 
ibid.,  1907;  Student  Iowa  Library  School,  Summer,  1907. 

Alice  Beatrice  Meyer, 

Assistant  in  Drawing. 

Graduate  of  Teachers  Training  School,  Davenport,  Iowa,  1904; 
Graduate  of  Normal  Art  Department,  Chicago  Academy  of  Fine  Arts, 
1906;  Teacher,  Sterling,  111.,  1906-7. 

Dewey  Alsdorf  Seeley,  B.  S., 

Lecturer  in  Meteorology. 

B.  S.,  Michigan  Agricultural  College,  1898;  Assistant  Observer,  U. 
S.  Weather  Bureau,  Lansing,  Mich.,  1898;  Albany,  N.  Y.,  1898-9; 
Philadelphia,  Pa.,  1899-1900;  Chicago,  111.,  1900-3,  and  First  Assistant, 
Chicago,  111.,  1903-5;  Observer  U.  S.  Weather  Bureau,  Peoria,  111.,  1905. 


Historical  Sketch — School  of  Arts  and  Sciences  97 

Curriculum. 

The  courses  of  study  are  arranged  so  that  a  student 
may  enter  at  the  end  of  the  common  school  course  and 
continue  through  six  years'  work;  gaining  first,  a  broad 
and  practical  general  education,  and  in  addition  special 
preparation  for  one  of  the  following  pursuits:  (1) 
Business,  Trade  or  Technical  work.  (2)  Advanced 
study  in  a  College,  University  or  School  of  Engineering. 
(3)   Professional  Study  in  Law  or  Medicine. 

Divisions.  The  six  years  of  study  are  divided  into 
three  two-year  periods,  as  follows : 

1.  The  Lower  Academy  (first  and  second  years) 
corresponding  to  the  first  two  years  of  a  High  School 
Course. 

2.  The  Higher  Academy  (third  and  fourth  years) 
corresponding  to  the  last  two  years  of  a  High  School 
course. 

3.  The  College  (fifth  and  sixth  years)  correspond- 
ing (according  to  the  group)  to  the  Freshman  and 
Sophomore  years  in  a  College,  University  or  Engineer- 
ing School. 

This  division  of  the  six  years  into  three  parts,  each 
of  two  years,  was  made  at  the  founding  of  the  school. 
A  program  of  studies  was  made  at  that  time  for  the 
Lower  Academy,  alike  for  all  students,  including  Eng- 
lish, Mathematics,  Latin,  History,  Science,  Shop  work, 
Drawing  and  Sewing.  This  curriculum  has  remained 
to  the  present  time  with  comparatively  little  change. 
In  the  Higher  Academy  the  original  curriculum  provid- 
ed for  three  courses — Scientific,  Literary  and  Technical, 


98  "Ube  First  T>ecade 

with  the  prospect  of  a  commercial  course  to  be  an- 
nounced later  if  thought  advisable.  These  three 
courses  were  continued  through  the  college.  The 
curriculum  as  then  planned  was  maintained  almost  with- 
out change  during  the  first  two  years  of  the  Institute's 
history.  During  the  year  1897-1898  periods  of  recitation 
were  one  hour  and  a  half  for  all  Lower  Academy  and 
some  of  the  Higher  Academy  subjects  with  two  hours 
for  laboratory  courses.  This  longer  period  might  be 
employed  by  the  instructor,  part  for  recitation  and  part 
for  preparation  of  work.  At  the  end  of  the  first  year 
this  plan  was  abandoned  and  uniform  recitation  periods 
of  fifty-five  minutes  established  with  double  periods  for 
laboratory  courses.  At  the  end  of  the  second  year 
(spring  of  1899)  the  curriculum  was  discussed  and 
thoroughly  reorganized.  The  Lower  Academy  remained 
practically  unchanged  but  for  the  Higher  Academy  and 
College,  six  groups  were  established.  Science,  Engi- 
neering, Classics,  Literature,  Mechanic  Arts  and 
General.  These  groups  have  been  retained  to  the  pres- 
ent day  with  comparatively  slight  changes  except  the 
dropping  of  the  General  group.  Beginning  with  1901 
the  Mechanic  Arts  group  was  extended  into  the  Lower 
Academy.  Thus  at  the  present  time  the  student  who 
has  completed  the  work  of  the  Lower  Academy  (except 
in  the  Mechanic  Arts  group  where  he  has  already  begun 
to  specialize)  may  choose  between  the  four  remaining 
groups.  In  this  choice  he  may  have  the  advice  of 
parents  and  teachers  and  this  choice  will  determine  the 
character  of  his  work    for    the    Higher    Academy    and 


Historical  Sketch — School  of  Arts  and  Sciences  99 

College.  The  work  of  the  academy  is  so  planned  that 
one  may  secure  college  preparation  in  various  lines — 
Classics,  Engineering,  Literature,  Science,  or  one  may 
pursue  the  Mechanic  Arts  course  in  which  the  practical 
side  predominates  and  which  does  not  prepare  one  for 
any  other  institution.  The  graduates  from  the  academy 
are  accepted  upon  certijficate  in  colleges  where  the 
certificate  plan  is  adopted.  One  who  completes  the 
two  years  of  college  work  should  be  able  to  graduate  in 
two  years  from  the  leading  colleges  or  universities. 
During  the  past  ten  years  graduates  of  the  Institute 
have  completed  the  work  for  the  Bachelor's  degree  in 
two  years  in  the  following  institutions:  University  of 
Chicago,  Cornell  University,  University  of  Michigan, 
Princeton  University,  University  of  Illinois,  Mt.  Holyoke, 
Dartmouth  College,  Oberlin  College,  Massachusetts  Insti- 
tute of  Technology,  Lake  Forest  University,  University  of 
Wisconsin,  Shurtleff  College,  Augustana  College.  One 
of  our  graduates  has  been  admitted  to  the  junior  year 
in  the  University  of  Missouri  and  another  to  the  junior 
year  at  Harvard.  All  these  have  been  accepted  without 
examination  except  at  Princeton. 

Normal  Courses  in  Manual  Training  and  Domestic  Economy. 

Beginning  with  the  fall  of  1905,  the  Institute  has 
offered  courses  for  those  who  wish  to  become  teachers 
of  Manual  Training  or  Domestic  Science.  For  the 
course  in  Manual  Training  one  is  supposed  to  have  a 
good  four  year  high  school  preparation  including  if 
possible  some  work  in  freehand  drawing,  woodwork  and 


100  Vhe  First  T>ecade 

mechanical  drawing  and  a  year  of  collegiate  study.  A 
person  with  this  preparation  may  complete  the  work  in 
one  year.  Many  have  preferred  to  take  their  collegiate 
work  here  thus  requiring  two  years  beyond  the  high 
school. 

The  course  for  the  teaching  of  Domestic  Economy  re- 
quires four  years  of  academic  work  and  two  years  at  the 
Institute  devoted  to  a  curriculum  almost  exclusively  con- 
cerned with  Domestic  Economy. 

Graduates  from  these  courses  have  taken  positions 
in  many  different  parts  of  the  country  as  Pittsburg, 
Pa.;  Seattle,  Washington  ;Bloomington,  Indiana;  Spring- 
field, Illinois;  Kansas  City,  Missouri;  Evanston,  Illinois. 
Many  who  did  not  fully  complete  the  requirements  for 
graduation  have  gone  out  to  excellent  teaching  positions. 

Summer  School. 

In  the  summer  of  1904  the  first  session  of  the  sum- 
mer school  was  held.  This  was  authorized  by  the 
Trustees  and  thus  was  made  a  part  of  the  work  of  the 
Institute.  It  is  under  the  immediate  care  of  Mr. 
Charles  A.  Bennett,  head  of  the  department  of  Manual 
Arts.  A  session  of  the  summer  school  has  been  held 
each  year  since.  Mr.  Bennett  has  associated  with  him- 
self other  members  of  the  Institute  faculty  and  usually 
one  or  two  from  outside.  The  school  lasts  for  five 
weeks,  beginning  early  in  July  and  it  gives  instruction 
in  a  wide  range  of  work  in  Manual  Arts  and  some 
courses  in  Domestic  Science.  The  enrollment  in  1904 
was  fifty-five;  in  1905,  seventy;  in  1906,  eighty;  in  1907, 


Historical  Sketch — School  of  Arts  and  Sciences  J  01 

ninety-eight.      These  students  have  for  the  most  part 
been  teachers   or  those  intending  to  teach   and  have 
come  from  many  states,    e,  g.,  Texas,   Massachusetts, 
North  Dakota,  Washington,  Canada,  etc. 
Courses  d  Instruction 

Offered  by  the  School  of  Arts  and  Sciences  for  the 
year  1907-8. 

Biology. 

Academy — Elementary  Botany,  One  Major;  Ele- 
mentary Zoology,  Two  Majors.  College — General  Bi- 
ology, Three  Majors ;  Human  Physiology,  Two  Majors ; 
Bacteriology,  One  Major. 

Chemistry. 

Higher  Academy  and  College — General  Chemistry, 
Three  Majors.  College — Advanced  General  Chemistry 
and  Qualitative  Analysis,  Two  Majors;  Organic  Chemistry 
and  Quantitative  Analysis,  One  Major ;  Special  Methods 
in  Advanced  Analysis,  Three  Majors ;  Chemistry  of 
Foods,  One  Major.  The  latter  course  is  especially  for 
teachers  of  Domestic  Economy. 

Domestic  Economy. 
Lower  Academy — Sewing,  Four  Majors,  two  years' 
work.  Higher  Academy — Dressmaking,  Three  Majors ; 
Elementary  Cooking,  Three  Majors.  College — Food  and 
Dietetics,  Two  Majors.  Sanitation,  One  Major.  Courses 
primarily  for  teachers — Sewing  and  Dressmaking,  Three 
Majors;  Cooking,  Three  Majors;  Home  Decoration,  One 
Major;  Household  Administration,  One  Major ;  Emer- 
gencies, Home  Nursing  and  Invalid  Cooking,  One  Major; 


102  "CAe  First  T>ecade 

Textiles,  One  Major;  Teaching  of  Domestic  Economy, 
One  Major. 

English. 

Lower  Academy — Study  of  Literature  and  Composi- 
tion, Three  and  One-half  Majors.  Higher  Academy — 
Study  of  Literature,  Composition  and  Prose  Reading, 
Three  Majors.  College — Rhetoric  and  Composition, 
One  Major;  English  Literature,  One  Major;  Advanced 
Rhetoric  and  Composition,  One  Major. 
Gentian  and  French. 

Higher  Academy —  ( German)  Elementary  German, 
Three  Majors;  Reading  and  Composition,  Three  Majors. 
College — Reading  and  Composition,  Six  Majors. 

Higher  Academy — (French)  Elementary  French, 
Three  Majors;  Reading  and  Composition,  Three  Majors. 

History. 

Lower  Academy — Civil  Government,  One  Major. 
Higher  Academy  —  Greek  and  Roman  History,  Two 
Majors.  College  —  European  History,  Two  Majors; 
Topics  in  the  Constitutional  History  of  the  United 
States,  One  Major. 

Latin  and  Greek. 

Lower  Academy  —  (Latin)  Elementary  Latin, 
Three  Majors;  Caesar  and  Prose  Composition,  Three 
Majors.  Higher  Academy — Vergil,  Three  Majors; 
Cicero's  Orations,  Two  Majors.  College — Cicero, 
Terence,  Livy,  Horace,  Latin  Literature,  Three  Majors. 

Higher  Academy — (Greek)  Elementary  Greek, 
Two    Majors ;      Xenophon,    Anabasis,  Three    Majors; 


Historical  Sketch — School  of  Jlrts  and  Sciences  1 03 

Homer's   Iliad,  One    Major.      College — Plato,    Homer, 
Odyssey,  Sophocles,  Greek  Literature,  Three  Majors. 

Manual  Arts. 
Lower  Academy — Woodwork  and  Drawing,  Three 
Majors;  Metal  Working  and  Drawing,  Three  Majors;  Free- 
hand Drawing  for  girls.  Two  Majors.  Higher  Academy — 
Framing,  Wood  Turning  and  Pattern  Making,  Three 
Majors  ;  Cabinet  Making,  One  Major ;  Mechanical  Draw- 
ing, One  Major;  Architectural  Drawing,  One  Major; 
Freehand  Drawing,  Three  Majors;  Lettering,  One  Major; 
Machine  Tool  Work,  Three  Majors ;  Steam  and  Electric- 
ity, Three  Majors.  College — Descriptive  Geometry, 
Two  Majors ;  Machine  Drawing  Design,  Three  Majors; 
Machine  Construction,  Three  Majors;  Drawing  from 
the  Antique  and  Figure  Composition,  Three  Majors; 
Design,  Two  Majors  ;  Woodworking  for  Teachers,  Three 
Majors;  Drawing  for  Teachers,  Two  Majors;  Manual 
Training  for  Elementary  Schools,  Teachers'  Course,  Two 
Majors ;  Organization  of  Manual  Training,  Teachers' 
Course,  One  Major. 

Mathematics. 
Lower  Academy  —  Elementary  Algebra,  Three 
Majors  ;  Plane  Geometry,  Three  Majors.  Higher  Acad- 
emy— Solid  Geometry,  One  Major ;  Review  Algebra,  One 
Major;  Trigonometry,  One  Major.  College — College 
Algebra,  Analytic  Geometry,  Calculus,  Six  Majors ; 
Surveying,  One  Major ;  Analytic  Mechanics,  One  Major. 

Physics. 
Higher    Academy  —  Elementary    Physics,    Three 


W4  'CTe  First  "Decade 

Majors.  College — Advanced  Physics,  Three  Majors ; 
Theoretical  Physics,  Three  Majors;  Theoretical  Elec- 
tricity, One  Major ;  Laboratory  Practice,  One  Major. 

Administrative  System- 

The  charter  of  the  Institute  granted  by  the  State 
of  Illinois,  defines  the  general  character  and  purpose  of 
the  school.  The  Trustees  elected  in  accordance  with 
its  provisions,  have  provided  a  brief  set  of  statutes 
which  serve  as  a  basis  for  the  administration  of  the  In- 
jStitute  but  its  management  is  left  largely  in  the  hands 
of  the  faculty.  The  Director,  the  Deans  and  the  Reg- 
istrar act  as  administrative  officers  with  such  duties  as 
these  titles  would  naturally  imply.  The  Deans  exercise 
general  supervision,  each  over  a  special  group  of 
students,  meeting  them  personally,  arranging  their 
courses  of  study  and  looking  after  matters  of  discipline. 

The  Head  of  each  Department  under  the  super- 
vision of  the  Director  organizes  and  conducts  the  work 
of  the  department  in  accordance  with  the  regulations  of 
the  Trustees  and  Faculty. 

A  separate  Faculty  with  the  Director  of  the  Insti- 
tute as  presiding  officer  acts  as  a  governing  body  for 
the  Horological  department. 

In  the  management  of  the  school  it  is  the  constant 
aim  to  develop  self-reliance  in  each  student.  Classes 
are  kept  intentionally  small;  thus  the  individual  student 
receives  more  personal  attention  and  more  effective 
instruction. 

Although    strictly   non-sectarian  the    Institute    is 


Historical  Sketch — School  of  Arts  and  Sciences  105 

distinctly  christian  in  its  belief  and  teachings  ;  sterling 
character  is  recognized  as  the  great  essential  to  be 
obtained  through  education.  It  has  never  been  thought 
wise  by  the  trustees  or  faculty  to  establish  formal  class 
room  work  in  ethics.  There  has  been,  however,  from 
the  first  a  persistent  effort  on  the  part  of  the  faculty  to 
secure  the  development  in  young  men  and  young  women 
of  high  ideals  and  firmness  of  purpose  in  attaining  these. 
The  most  tangible  and  formal  means  employed  to  im- 
part ethical  training  is  the  chapel  service.  Each  day 
the  entire  student  body  is  gathered  for  a  service  lasting 
from  fifteen  to  twenty  minutes.  The  character  of  this 
exercise  varies  greatly;  sometimes  it  consists  of  a 
selection  from  the  Bible  and  prayer,  sometimes  of  talks 
upon  a  great  variety  of  themes,  sometimes  a  song  ser- 
vice. As  a  whole  the  chapel  service  proves  itself  an 
important  factor  in  promoting  the  stability  and  unity  of 
the  school  as  well  as  affording  opportunity  for  direct 
ethical  instruction.  Its  value  is  attested  by  the  spoken 
approval  of  our  more  thoughtful  students  as  each  year 
passes  and  many  have  indicated,  months  or  years  after 
leaving,  their  growing  appreciation  of  this  service 
whose  influence  was  partly  unconscious  during  their 
student  days. 

The  Athletic  Board. 

There  are  two  Boards  composed  of  students  and 
members  of  the  Faculty  which  attend  to  certain  matters 
delegated  to  them. 

The  Athletic  Board  was  organized  in  January,  1898. 
It  consists  of  one  student  representative  for  each  of  the 


106  "Uhe  First  T>ecade 

three  divisions  of  the  School  of  Arts  and  Sciences 
elected  by  the  division ,  and  a  young  woman  to  repre- 
sent the  young  women  of  the  Institute ;  a  representative 
of  the  Horological  school ;  a  representative  of  the 
Horological  faculty  and  three  representatives  of  the 
faculty  of  the  School  of  Arts  and  Sciences.  The  Board 
is  thus  composed  of  five  students  and  five  faculty  mem- 
bers. The  Director  is  Chairman,  ex-officio.  The  Man- 
agers of  the  different  teams  (football,  baseball,  track, 
tennis,  basketball)  are  invited  to  sit  with  the  Board. 
They  take  part  in  discussions  but  have  no  vote.  This 
Board  has  had  complete  control  of  Athletics  (subject, 
of  course,  to  the  general  supervision  of  the  faculty) 
since  early  in  the  first  year  of  the  Institute. 

The  purpose  of  this  Board  is  to  secure  the  best 
possible  conditions  in  athletics,  especially  to  insist  upon 
two  points: — that  the  conduct  of  all  taking  part  shall  be 
fair  and  gentlemanly,  and  that  no  student  shall  follow 
athletics  to  the  detriment  of  his  studies. 

Under  the  direction  of  this  Board  an  athletic  field 
has  been  graded,  equipped  and  surrounded  with  a  fine 
iron  fence ;  baseball,  football  and  basketball  teams 
have  been  maintained  and  work  in  track  and  tennis  is 
well  cared  for.  The  athletic  field  is  large  enough  to 
contain  two  baseball  diamonds  and  a  quarter  mile  track. 
Tennis  courts  are  maintained  for  general  student  use. 
Only  bona-fide  students  maintaining  a  fair  standing  in 
their  studies  are  allowed  to  represent  the  Institute  in 
contests  with  other  schools.  Especial  attention  is  paid 
to  athletics  within  the  school.     A  committee  on  inter- 


Historical  Sketch — School  of  Jlrts  and  Sciences  107 

school  athletics  has  this  matter  in  charge.  It  encour- 
ages all  legitimate  outdoor  sports  by  providing  equip- 
ment and  arranging  schedules. 

The  Council. 
In  the  spring  of  1900  a  body  composed  of  faculty 
and  student  members  was  organized  under  the  name 
"The  Council."  It  was  made  to  include  {a)  the  Director 
and  Deans,  who  represent  the  faculty,  (b)  six  tribunes, 
namely,  three  young  men  and  three  young  women,  who 
are  elected  by  the  young  men  and  women  respectively 
of  the  College,  Higher  Academy  and  Lower  Academy 
for  the  term  of  one  year.  The  work  of  the  Council  is 
to  consider  all  matters  of  common  interest  to  faculty 
and  students;  to  make  recommendations  to  the  faculty  and 
to  deal  with  all  matters  referred  to  it  by  the  faculty. 
Among  other  matters  which  the  faculty  has  put  into  the 
hands  of  the  Council  may  be  noted:  the  formation  of 
Literary  Societies ;  the  social  interests  of  the  school ; 
the  Tech,  the  Annual. 

The  Horological  School. 

The  idea  of  a  school  for  watchmakers  was  first 
conceived  by  Mr.  J.  R.  Parsons,  of  La  Porte,  Indiana. 
He  was  himself  experienced  in  watchwork  and  felt  that 
what  he  had  spent  so  many  of  the  best  years  of  his  life 
in  learning,  could  be  taught  inmuchlesstime  in  a  Horolog- 
ical School.  Besides  in  his  trade  he  had  found  it  hard  to 
get  the  work  done  in  a  workmanlike  manner  and  he  saw 
the  large  and  increasing  field  of  labor  for  skilled  work- 
men.   Just  at  this  time  a  letter  from  a  young  man  ap- 


108  "Ube  First  T>ecade 

peared  in  one  of  the  journals,  asking  if  there  was  no 
school  where  a  young  man  could  learn  the  watch  trade. 
The  letter  stated  that  the  writer  had  started  to  learn 
the  trade  but  was  forced  to  give  it  up  on  account  of  the 
death  of  his  employer.  The  young  man  had  gone  to  a 
great  number  of  the  watch  factories  but  no  one  would 
teach  him. 

Mr.  Parsons  at  once  determined  to  establish  a 
Horological  School  and  as  a  result,  in  1886,  the  first 
school  for  watchmakers  in  America  was  opened  in 
La  Porte,  Indiana.  The  school  steadily  grew  and  in 
1888,  new  rooms  were  provided,  affording  ample  accom- 
modations for  one  hundred  students  and  making  possible 
the  pursuit  of  a  greater  number  of  lines  of  work. 

After  six  very  successful  years,  the  school  again 
felt  the  need  of  increased  accomodations  and  facilities 
to  keep  pace  with  the  growing  demand.  Hence  it  was 
thought  advisable  not  only  to  provide  for  a  larger  num- 
ber of  students,  but  also  to  increase  the  number  of 
branches  taught  and  to  produce  a  higher  grade  of  work. 

At  this  time  Mrs.  Lydia  Bradley,  of  Peoria,  Illinois, 
became  interested  in  the  school,  and  being  desirous  of 
assisting  deserving  young  men  and  women  who  wished 
to  learn  the  trade,  offered  to  provide  a  larger  building 
together  with  all  necessary  equipment.  Arrangements 
were  accordingly  made  and  in  1892  the  school  moved 
to  its  new  quarters,  in  a  large  building  in  Peoria,  Illi- 
nois, formerly  occupied  by  the  Peoria  Watch  Factory. 
The  school  was  still  called  "Parson's  Horological 
School,"  but  was  under  the  management  of  Parsons, 
Ide  &  Co. 


Historical  Skeich — Horological  School  109 

In  1896  the  school  was  burned  out,  but  this  was 
not  permitted  to  interfere  with  its  work.  It  was  at 
once  moved  into  a  building-,  which  had  been  erected  for 
a  dormitory,  where  it  remained  only  a  short  time.  In 
1897  it  was  incorporated  with  Bradley  Polytechnic 
Institute,  and  since  that  time  has  been  known  as  the 
Horological  Department  of  Bradley  Polytechnic  Insti- 
tute. The  building  is  the  only  one  in  the  United  States 
that  has  been  erected  solely  for  use  as  a  Horological 
school.  At  present  instruction  is  offered  in  watchwork, 
jewelry,  engraving  and  optics. 

Special  exercises  marked  the  formal  opening  of  the 
Horological  Building,  November  19th,  1897.  A  detailed 
history  of  the  school  was  given  by  Mr.  J.  R.  Parsons. 
Mr.  Theodore  Gribi  of  Chicago,  gave  the  leading  ad- 
dress on  the  topic  "  Watchmaking,  Past  and  Present." 
It  was  a  history  of  the  development  of  watchmaking 
and  the  allied  trades  in  Germany,  England,  France  and 
the  United  States.  This  was  followed  by  an  address 
entitled  "Then  and  Now"  by  Mr.  J.  H.  Purdy  of  Chicago, 
which  contrasted  the  conditions  of  a  generation  ago 
with  those  of  the  present  day.  President  William  R. 
Harper  of  the  University  of  Chicago  and  a  trustee  of 
the  Institute,  closed  the  program  with  brief  remarks. 

The  equipment  has  kept  pace  with  the  growth  of 
the  school  and  at  the  present  time  no  institution  of  its 
kind  offers  better  facilities  for  instruction.  There  are 
several  large  lathes  for  general  use,  also  a  dynamo  for 
plating,  a  shaper,  a  large  power  flat  roll,  one  hand  roll 
with  square,  flat  and  ring  rolls,  a  transit  instrument,  a 


110  '^he  First  T>ecade 

chronometer,  and  many  other  necessary  articles  of 
equipment,  so  useful  and  helpful  to  the  student;  be- 
sides, each  student  has  a  lathe  at  his  own  bench  with 
all  necessary  attachments.  Materials  are  kept  in  stock 
so  that  no  one  need  waste  valuable  time  waiting  for 
orders  to  be  filled. 

Of  the  more  than  three  thousand  students  who  have 
received  instruction  in  this  school ,  about  fif  teenhave  come 
from  foreign  countries,  the  rest  from  the  United  States. 
The  enrollment  for  the  entire  year  (1906-7)  has  been 
a  little  more  than  two  hundred. 

Since  its  organization  the  school  has  had  the  benefit 
of  the  practical  experience  of  many  excellent  teachers. 

Student  Activities. 

In  considering  the  organizations  that  have  sprung 
up  among  the  students  during  the  first  ten  years  of  the 
Institute  we  naturally  begin  with  the  literary  societies, 
since  the  first  organization  to  appear  was  the  Forum 
Literary  Society,  which  was  formed  on  January  13, 
1898.  The  membership  was  open  to  young  men  and 
women  of  the  Higher  Academy  and  College.  Regular 
meetings  were  held  fortnightly,  the  programs  con- 
sisting of  recitations,  orations,  debates,  extemporaneous 
speeches  and  musical  selections.  Much  interest  was 
aroused  and  the  meetings  were  well  attended  during 
the  remainder  of  the  year.  But  during  the  next  year  the 
interest  gradually  died  out  until,  before  its  close,  it  was 
found  impossible  to  keep  the  society  alive.  The  Forum 
had  been  formed  at  the   suggestion  of  the  Faculty  and 


Historical  Sketch — Student  JJctivities  111 

had  died  because  there  was  no  strongly  felt  need  of  it 
on  the  part  of  the  students.  So  the  matter  rested  with 
now  and  then  a  voice  raised,  deploring  the  absence  of 
a  literary  society.  Thus  a  healthy  sentiment  grew 
among  the  students  which  at  length  crystallized  in  the 
organization  of  the  Gnothautii  on  October  14,  1900, 
with  over  twenty-three  active  members,  most  of  whom 
were  young  men  and  women  of  the  Higher  Academy 
and  College.  Fortnightly  meetings  were  held  of  the 
same  character  as  those  of  the  Forum.  For  three  years 
the  Gnothautii  maintained  a  very  vigorous  existence 
but  finally  succumbed  to  a  lack  of  interest,  and  after 
an  heroic  effort  to  keep  it  alive  was  dissolved  by  a  vote 
taken  on  January  11,  1904. 

On  March  7th  the  same  year  the  Bradley  Debating 
Club  was  formed.  Its  purpose  was  "practice  in  de- 
bating, public  speaking  and  parliamentary  practice." 
For  purposes  of  convenience  and  "to  bring  about  the 
formation  of  rival  clubs  the  membership  was  limited  to 
sixteen  young  men."  The  limit  has  since  been  placed 
at  twenty.  A  member  of  the  Faculty  was  chosen  as 
critic  and  meetings  were  held  fortnightly.  This  de- 
bating club  has  had  a  very  successful  career  up  to  this 
time. 

Three  other  similar  clubs  have  since  arisen.  The 
Girl's  Debating  Club  was  organized  in  January  1905 
with  a  limited  membership  of  fifteen.  The  first  inter- 
club  debate  was  held  in  the  following  May. 

In  the  fall  of  1905  were  organized  the  Institute 
Debating   Club,   The  Bradley  Debating  and   Literary 


112  '^he  First  T>ecade 

Club,  both  for  young-  men,  and  following  the  plan  of  the 
older  clubs.  In  the  fall  of  1906  these  four  clubs  banded 
themselves  in  what  was  called  the  Quorum,  for  the  pur- 
pose of  parliamentary  drill  and  inter-club  debates. 
Many  interesting  debates  were  held,  but  the  Quorum  did 
not  flourish  and  was  dissolved  at  a  meeting  held  in 
April,  1907. 

The  second  set  of  interests  to  organize  were  the 
musical.  The  first  meeting  of  the  Chorus  was  held  on 
February  4,  1898.  Officers  were  elected  and  a  more  or 
less  loose  organization  has  been  maintained  ever  since. 
Mr.  C.  T.  Wyckoff  of  the  Institute  faculty  has  been 
from  the  start  Director.  Rehearsals  are  held  for  an 
hour  on  Tuesday  afternoon  at  the  close  of  school  during 
the  fall  and  winter  quarters  and  a  concert  is  given  in 
the  spring.  The  first  concert  was  given  in  April,  1899. 
The  Chorus  has  rendered  such  works  as  Young  Lochin- 
var,  Lehman;  St.  John's  Eve  and  Rose  Maiden  by 
Cowen;  Rebecca,  Barnby;  The  Black  Knight,  Elgar. 
In  connection  with  the  Chorus  a  Men's  Glee  Club  was 
maintained  during  1906-7. 

The  Bradley  Symphony  Orchestra  was  started  in  the 
same  year  under  the  leadership  of  Mr.  Harold  Plowe. 
It  has  had  a  successful  existence  and  gives  a  concert  in 
the  spring  in  conjunction  with  the  Chorus. 

During  the  year  1898-9  a  Mandolin  Club  was  formed 
but  was  not  continued.  Another  Mandolin  Club  started 
in  1904,  has  maintained  itself  for  the  last  three  years. 

The  Engineering  Club  was  organized  on  February 
23rd,  1898.     Its  membership  consists  of  those  students 


Historical  Sketch — Student  jJctivities  1 13 

and  instructors  who  are  interested  in  engineering 
matters.  Its  purpose  is  **to  stimulate  interest  in  the 
study  of  engineering  and  mechanic  arts,  to  furnish  in- 
formation on  mechanical  and  engineering  subjects  and 
to  show  the  connection  between  engineering  and  com- 
mercial life."  It  endeavors  to  accomplish  these  ends 
by  lectures,  student's  conferences,  news  conferences, 
discussions,  and  by  excursions  to  manufacturing  plants 
and  engineering  operations.  Many  practical  engineers 
have  lectured  before  the  club.  The  large  membership 
maintained  is  evidence  that  the  work  of  the  club  is 
highly  appreciated.  An  annual  Campj&re  is  held  in  the 
spring  of  the  year  which  is  a  thoroughly  enjoyed  social 
affair. 

The  Arts  and  Crafts  Club  was  founded  in  Novem- 
ber of  1898.  Its  aim  is  to  stimulate  interest  in  Art  and 
especially  to  recognize  and  encourage  artistic  handi- 
craft among  the  members.  Its  annual  exhibits  are  of 
increasing  excellence  and  its  prizes  and  medals  are 
much  sought  after.  Its  exhibits  have  included  work  in 
woodwork,  cabinet-making,  woodcarving,  metal-work, 
light  and  heavy  iron-work,  metal-spinning,  engraving, 
jewelry,  drawing,  design,  sketching,  water-color,  book- 
illustration,  book-binding,  leather-work,  basketry,  sew- 
ing, plain  and  art  needle-work,  photography. 

In  November,  1898,  the  Historical  Society  was 
organized.  During  the  first  year  the  membership  was 
confined  to  men,  but  since  then  the  society  has  been 
open  to  young  women  also.  Meetings  are  held  once  a 
quarter.     The  purpose  of  the  society  is  first,  to  study 


114  "Uhe  First  T>ecade 

local  history  in  its  relations  to  State  and  National  his- 
tory; second,  to  discuss  historical  topics  and  current 
events ;  third,  to  review  important  books  and  magazine 
articles. 

In  the  winter  of  1898,  the  students  of  the  Higher 
Academy  and  College  formed  what  is  known  as  the 
Social  Club  which  holds  one  or  two  social  affairs  during 
each  quarter.  At  first  both  faculty  and  student-body 
quite  generally  attended  these  gatherings.  It  has  now 
become  almost  altogether  a  student  gathering. 

The  Biological  Club  was  started  on  March  28,  1900. 
Its  work  has  consisted  in  the  preparation  of  special 
articles  and  the  review  of  periodicals.  But  the  chief 
effort  has  been  centered  around  the  study  of  the  birds 
of  Peoria,  which  study  has  been  carried  on  now  for 
several  years. 

The  Domestic  Science  Club  came  into  the  field  on 
February  24,  1902,  meeting  every  week  for  the  remain- 
der of  the  year.     Its  life  was  short  but  enthusiastic. 

The  English  Club  was  founded  on  December  11, 
1903,  with  a  carefully  chosen  membership.  The  club 
grew  out  of  a  feeling  in  the  minds  of  the  instructors 
that  the  time  in  class  gave  too  little  chance  for  an 
adequate  appreciation  of  English  Literature.  At  first 
membership  could  be  obtained  only  upon  invitation  but 
later  this  was  changed  so  that  all  who  desired  might 
join.  An  annual  banquet  is  held  during  the  spring  at 
which  a  formal  address  is  given  by  an  invited  speaker. 
Among  the  topics  for  study  have  been: 


Historical  Sketch — Student  Jlctivities  1 15 

American  Poets,  English  Poets,  English  Novelists, 
Browning. 

The  latest  Department  Club  to  be  formed  is  the 
Pedagogic  Club  organized  in  the  fall  of  1906.  It  is 
composed  of  the  students  and  instructors  of  the  normal 
courses,  and  studies  especially  the  problems  connected 
with  the  teaching  of  Manual  Arts  and  Domestic  Science. 
It  holds  six  meetings  a  year  at  various  homes  in  the 
city  and  furnishes  both  a  professional  and  social  center 
for  the  growing  body  of  normal  students. 

The  Bible  Classes  which  were  organized  among  the 
students  in  the  fall  of  1901,  resulted  in  the  formation 
on  January  4,  1902,  of  the  Student  Department  of  the 
Y.  M.  C.  A.  of  Peoria.  During  the  first  year  of  the 
Association  general  meetings  were  held  at  the  Institute 
on  Sunday  afternoon  but  after  that  year  this  was  dis- 
continued. The  Association  has  a  strong  membership 
among  faculty  and  students.  It  has  maintained  several 
Bible  Study  classes  every  year,  has  assisted  students 
in  finding  suitable  boarding  places,  has  published  a 
yearly  handbook  for  the  use  of  students  just  entering 
school.  The  exercises  on  the  Day  of  Prayer  for  Col- 
leges is  placed  in  the  hands  of  the  two  Christian  Asso- 
ciations. 

The  Young  Women's  Christian  Association  was 
organized  in  the  spring  of  1905,  as  an  outgrowth  of  a 
Bible  Study  Class  started  earlier  in  the  year.  The 
chief  work  of  the  Association  centers  in  the  Bible 
Classes  which  are  carried  on  under  its  auspices.  The 
Association  assists  materially  in  securing  sympathetic 


116  Vhe  First  T>ecade 

fellowship  among  the  young  women  of  the  Institute. 

In  December,  1897,  there  was  formed  among  the 
students  a  board  of  editors  and  managers  for  the  pub- 
lication of  a  school  paper.  At  the  suggestion  of  the 
Faculty  this  board  selected  from  the  Faculty  a  super- 
vising committee.  The  first  number  of  "The  Tech," 
appeared  in  the  following  February,  and  monthly  numbers 
were  continued  for  the  remainder  of  the  school  year. 
During  the  second  year  but  three  numbers  were  issued. 

The  difficulties  attending  the  publication  of  "The 
Tech"  by  an  unorganized  body  of  students  led  three 
young  men,  in  the  fall  of  1899,  to  propose  taking  over 
its  publication  as  a  private  enterprise.  The  sanction 
of  the  Faculty  was  asked  for  and  received,  being  effec- 
tive for  the  current  year.  The  Institute  reserved  pro- 
prietorship in  the  name  and  the  right  of  supervision. 

In  the  fall  of  1900  the  publication  of  the  paper  was 
placed  in  the  hands  of  the  Council  which  had  just  been 
formed,  and  the  present  policy  adopted.  Editors  and 
Managers  are  elected  by  the  Council.  Students  who 
have  incurred  failures  or  conditions  in  their  studies  are 
not  eligible  to  such  positions.  Profits  are  shared  by 
the  Council  and  by  the  Editor  and  Business  Manager. 

The  paper  has  been  of  much  value  to  the  Institute. 
It  devotes  itself  to  recording  the  important  events  of 
school  life,  to  the  discussion  of  questions  of  interest 
and  of  moment  to  the  student  body,  and  to  the  publica- 
tion of  the  literary  productions  of  students. 

In  June,  1901,  the  first  number  of  the  "The  Poly- 
scope," the  school  annual,  appeared.     Its  publication  is 


Historical  Sketch — Student  jJctivities  117 

under  the  control  of  the  Council.  It  follows  the  recog- 
nized style  of  such  publications  and  affords  an  especially- 
good  field  for  the  exercise  of  the  artistic  capabilities  of 
students. 

The  first  meeting  of  the  Athletic  Board  was  held 
January  3rd,  1898.  E.  P.  Lyon  acted  as  chairman  and 
F.  D.  Crawshaw  as  secretary  and  treasurer.  The 
Football  Manager  of  the  first  season  (1897)  was  elected 
by  the  students  but  reported  to  the  newly  organized 
Board,  which  assumed  the  debt  incurred  during  the  sea- 
son. From  this  time  all  managers  have  been  elected 
by  the  Board  and  the  captains  by  the  teams,  subject  to 
the  approval  of  the  Board. 

At  the  second  meeting  of  the  Board  held  February 
3rd,  1898,  arrangements  were  made  to  use  the  room  at  the 
north  end  of  the  west  wing  as  a  gymnasium.  A  tempo- 
rary gymnasium  was  equipped  for  the  young  ladies  and 
Miss  Lyman  acted  as  instructor. 

At  a  meeting  of  the  Board  held  February  15th,  1898, 
arrangements  were  made  for  a  benefit  play  which  was 
given  in  the  spring.  Since  then  a  play  has  been  given 
each  year.  Since  1903  they  have  been  held  in  the 
Grand  Opera  House,  under  the  direction  of  Mr.  Frank 
T.  Wallace. 

The  Baseball,  Football  and  Basketball  teams  meet 
such  colleges  as  Knox,  Lombard,  Monmouth,  Eureka, 
Illinois  Wesleyan,  Illinois  Normal,  Iowa  Wesleyan, 
University  of  Illinois  Freshmen,  etc.  Dual  track  meets 
have  been  held  nearly  every  year  with  one  or  more  of 
the    following    colleges:     Eureka,    Illinois    Wesleyan, 


118  "Ube  First  Decade 

Illinois  Normal,  Lombard.  In  1905  an  inter-school  track 
meet  was  held  which  has  become  an  annual  event,  with 
about  seventy  or  eighty  contestants  from  the  surround- 
ing High  Schools.  Silver  and  bronze  medals  are  pre- 
sented by  the  Institute. 

Special  stress  is  put  upon  interdivision  athletics,  to 
encourage  which  a  committee  is  appointed  by  the 
Board,  and  under  this  committee  interdivision  games  of 
baseball  and  track  meets  are  held.  This  committee 
also  conducts  each  year  two  tennis  tournaments,  one 
for  boys,  and  one  for  girls.  About  seventy  per  cent,  of 
the  young  men  thus  enter  athletics. 

In  1907  the  Board  voted  to  give  to  each  person  who 
had  won  three  B's  a  gold  pin  of  special  design.  The 
subject  of  B's  was  first  considered  October  3rd,  1899. 

At  the  meeting  of  March  1st,  1899,  it  was  voted  to 
adopt  a  school  pin  and  place  the  same  on  sale,  the  pro- 
ceeds going  for  the  benefit  of  athletics.  Since  then  the 
number  of  designs  has  been  greatly  increased  and  now 
includes  pins,  fobs,  spoons,  lockets,  stationery,  postcards, 
etc. 

The  Board  had  various  designs  of  pennants  sub- 
mitted and,  by  a  vote  of  the  student  body,  selected  a  pen- 
nant which  it  sells.    This  was  designed  by  Albert  Triebel. 


Biographical  Sketches. 

Lydia  Moss  Bradley. 

Mrs.  Bradley  was  born  at  Vevay,  Indiana,  on  the 
Ohio  River,  July  31st,  1816.  Her  grandfather, 
Nathaniel  Moss,  served  as  chaplain  in  the  war  of  the 
Revolution.  Her  father,  Zealy  Moss,  was  born  in  Low- 
don  County,  Virginia,  March  6,  1755.  He  served  as 
Wagon-master  and  in  the  Commissary  Department  until 
the  close  of  the  Revolutionary  War,  and  after  his  dis- 
charge entered  the  Baptist  ministry.  He  died  at  Peoria, 
Illinois,  in  1833.  Mrs.  Bradley's  mother,  Jeanette 
Glasscock  Moss,  was  born  in  Farquar  County,  Virginia, 
and  died  in  Peoria,  February  9th,  1864,  at  122  Moss 
Avenue.  Mrs.  Bradley  was  married  to  Tobias  S.  Brad- 
ley, May  11th,  1837.  Two  boys  and  four  girls  were 
born  to  them,  all  of  whom  died  in  early  youth,  before 
the  death  of  Mr.  Bradley,  May  4th,  1867.  Laura,  the 
last,  was  a  beautiful  girl,  loved  by  all  who  knew  her. 
She  lived  to  be  fourteen  years  old.  Her  death  was  a 
great  sorrow  to  Mr.  and  Mrs.  Bradley,  softened  only  by 
the  sweetness  of  the  memory  of  the  few  short  years  she 
had  lived. 

Mr.  Bradley's  father  was  a  wealthy  trader  at  Vevay, 
Indiana,  a  judge  of  their  county  court,  and  a  state  sen- 
ator. Financial  disaster,  however,  overtook  him  while 
Tobias  was  a  boy  and  it  became  necessary  for  the  son 
to  earn  his  own  living.  He  took  a  position  as  clerk  in 
a  store  in  Vevay.  Later  he  engaged  in  trade  on  the 
Ohio  River,  running  a  batteau  to  St.  Louis  with  produce. 

(//9) 


120  "Uhe  First  Decade 

The  nature  of  this  trade  is  vividly  portrayed  in  the 
story  of  Old  Vincennes.  In  connection  with  this  busi- 
ness Mr.  Bradley  opened  a  wood  yard  and  saw  mill. 

When  Mr.  and  Mrs.  Bradley  were  married  he  sold 
out  his  business  in  Indiana  and  came  to  Peoria  and  went 
into  the  same  business  there,  conducting  a  saw  mill. 
Mrs.  Bradley's  brother,  William  S.  Moss,  lived  in 
Peoria  at  that  time.  He  was  well  to  do  and  engaged  in 
the  distillery  business.  Mr.  Bradley  took  an  interest  in 
this  business  also,  and  the  firm  of  Moss,  Bradley  &  Co. 
existed  for  many  years  and  did  an  extensive  business. 

Mrs.  Bradley's  father  had  given  her  the  home  farm 
in  Vevay,  Indiana,  when  he  died  and  the  proceeds  of 
this  farm  together  with  Mrs.  Bradley's  own  land  which 
she  had  purchased  as  set  forth  in  the  Founder's  Day 
address,  found  elsewhere  in  this  volume,  furnished  the 
money  to  buy  the  Bradley  farm.  They  brought  Mrs. 
Bradley's  mother  with  them  and  she  lived  with  them  on 
Moss  Avenue  until  her  death.  Mr.  Bradley  also  bought 
another  acre  property  south  of  their  home  on  the  bluff, 
which  was  afterwards  subdivided  into  Bradley's  Addi- 
tions Nos.  1,  2  and  3. 

Mr.  Bradley  also  managed  the  steamboat  Avalanche, 
owned  by  Mrs.  Bradley's  brother,  and  ran  as  clerk  on  it 
from  Peoria  to  St.  Louis.  Later  he  purchased  and 
conducted  a  ferry  which  ran  from  the  present  site  of 
the  workhouse,  across  the  lake  to  a  point  in  Woodford 
County.  He  still  owned  this  ferry  at  the  time  of  his 
death.  Later  Mr.  Bradley  purchased  the  interest  of 
Marsh   and  George  Stone  in  the  First  National  Bank 


I 

i 


Biographical  Sketches — Lydia  i5^oss  Bradley  1 21 

and  organized  the  bank  into  a  National  Bank  and  became 
its  President. 

Mr.  Bradley  also  bought,  rebuilt  and  conducted  the 
Peoria  Pottery  on  North  Adams  Street,  one  of  the 
largest  industries  employing  labor  in  the  city  of  Peoria. 

Mrs.  Bradley's  father  had  been  the  owner  of  a 
plantation  in  Kentucky,  where  slave  labor  was  univer- 
sal. He  was,  however,  too  considerate  of  the  welfare 
of  the  slaves  for  the  profit  of  the  plantation,  and  finally 
gave  the  place  rent  free  to  his  negroes  to  work  out 
their  own  living,  while  he  crossed  over  into  free  terri- 
tory to  make  his  home  and  rear  his  family. 

Mrs.  Bradley  was  brought  into  close  touch  with  the 
institution  of  slavery  and  her  views  on  that  subject  are 
interesting  and  novel.  She  saw  in  it  only  harm  for 
both  white  and  black,  with  the  advantage,  if  any,  in 
favor  of  the  blacks. 

The  family  home  was  the  farm,  cleared  out  of  the 
timbered  bottoms  of  the  river,  where  Mr.  Bradley  saw 
the  first  steamboat  run  on  the  Ohio.  Every  member  of 
the  family  was  a  worker,  everything  was  home-made 
and  home-grown.  Mrs.  Bradley  never  forgot  how  to 
work,  and  till  within  a  short  time  of  her  death  still 
made  her  own  butter,  raised  her  own  eggs,  salted  down 
her  own  meat  and  tried  out  her  own  lard.  She  would 
not  have  considered  herself  a  good  housekeeper  had  she 
not  done  so.  The  housewife  of  those  times  was  expected 
to  stock  the  larder  with  meat  and  fruits,  to  spin  the 
yarn,  make  the  clothing,  bedding  and  carpets,  and  to 
prepare  food  in  plenty  for  all  who  chanced  to  be  present 


122  "Uhe  First  T>ecade 

when  meal-time  came  round.  All  these  things  Mrs. 
Bradley  did.  She  used  to  say  that  if  the  provisions  she 
had  cooked  in  her  time  were  all  piled  together  they 
would  make  a  small  mountain. 

Mrs.  Bradley  raised  her  own  riding  horse  from  a 
colt,  and  then  when  she  had  a  chance  to  buy  a  piece  of 
timber  land,  sold  her  horse  to  make  the  first  payment. 
Her  father  helped  her  to  clear  it  up,  and  when  she  was 
married,  gave  her  the  home  farm  also,  which  she  sold, 
and  the  proceeds  of  the  sale  bought  what  is  now  the 
Uplands,  Bradley  Park  and  the  Institute  campus  with 
its  surrounding  additions. 

This  incident  seems  to  give  the  key  note  to  Mrs. 
Bradley's  life  and  achievements.  Few  young  women 
would  have  thought  of  selling  their  riding  horses  to  buy 
land  at  a  time  when  a  horse  and  saddle  was  the  only 
means  of  communication  and  visiting  in  a  sparsely 
settled  country  with  few  roads  and  fewer  carriages. 
And  this  transaction  was  characteristic  of  many  other 
and  larger  ones  made  by  her  later  in  life. 

The  year  after  the  death  of  Mr.  and  Mrs.  Bradley's 
daughter  Laura,  they  went  to  Montreal  to  investigate 
an  orphan  asylum,  with  a  view  to  erecting  something  of 
the  kind  in  Peoria.  But  the  results  of  the  training  in 
such  institutions  did  not  accord  with  their  views.  The 
children  grew  up  into  dependents,  not  into  vigorous,  in- 
dustrious, useful  men  and  women. 

Then  came  another  great  sorrow  to  Mrs.  Bradley. 
Mr.  Bradley  died  suddenly  and  without  opportunity  to 
say  a  parting  word  or  leave  instructions  in  regard  to  his 


Biographical  Sketches — Lydia  ^M^oss  ^radley  123 

business  affairs.  Mrs.  Bradley  had  devoted  her  entire 
time  to  the  affairs  of  the  household.  By  his  sudden 
death  she  came  into  the  management  of  business  and 
property  aggregating  half  a  million  dollars.  She  assumed 
these  new  burdens  without  experience  to  guide  her,  but 
with  good  judgment  and  careful  management  not  only 
preserved  the  estate  but  has  increased  it  four-fold.  The 
secrets  of  her  success  have  undoubtedly  been  economy 
and  conservatism  in  management  and  investment,  good 
judgment  in  choosing  investments,  but  more  than  any- 
thing else  perhaps  in  the  development  of  real  estate, 
from  acre  property  to  fine  residence  sites,  and  from 
swamp  to  rich  farming  lands. 

After  Mr.  Bradley's  death  and  the  settlement  of  the 
estate  Mrs.  Bradley  again  took  up  the  subject  of  a  mem- 
orial. She  relieved  the  Bradley  Memorial  Church  on 
Main  Street  from  a  $30,000  mortgage.  She  donated  the 
site  of  the  St.  Francis  Hospital,  and  it  was  called  the 
Bradley  Hospital  until  about  ten  years  ago,  when  the 
society  asked  the  privilege  of  refunding  the  donation. 
She  built  the  Home  for  Aged  Women,  at  the  request  of 
the  society,  then  occupying  a  rented  site  on  Main  Street. 
She  gave  Bradley  Park  to  the  City  of  Peoria  and  the 
first  suggestion  of  the  organization  of  a  Park  Board  will 
be  found  in  a  communication  to  the  City  submitted  by 
Mrs.  Bradley  in  1891,  in  which  organization  of  such  a 
board  was  made  one  of  the  conditions  of  the  gift  of 
Bradley  Park. 

But  during  all  this  time  she  was  considering  the 
larger  plan  of  a  manual  training  school   for  the  young 


124  Vhe  First  T>ecade 

people  of  Peoria  and  vicinity.  She  visited  Rose  Poly- 
technic Institute  in  1877,  and  was  so  favorably  impress- 
ed with  the  results  achieved  there  that  it  became  the 
model  of  the  school  she  would  build,  with  this  important 
exception,  that  Rose  Polytechnic  Institute  was  a  finish- 
ing school,  while  Mrs.  Bradley  designed  a  school  for 
boys  and  girls  from  fourteen  to  twenty  to  afford  them 
at  home  the  most  practical  assistance  at  the  best  time 
of  their  lives  to  make  them  independent,  self  supporting, 
useful  men  and  women.  The  first  draft  of  her  will  made 
in  1884  contained  the  provision  that  it  was  "the  first 
object  of  this  institution  to  furnish  its  students  with  the 
means  of  living  independent,  industrious  and  useful 
lives  by  the  aid  of  ^  practical  knowledge  of  the  useful 
arts  and  sciences."  She  made  a  continuous  study  of 
the  subject  of  manual  training  schools,  sending  her 
business  agent,  Mr.  W.  W.  Hammond  to  visit  the 
Washington  School  for  Boys  at  St.  Louis,  Throop  Poly- 
technic Institute  at  Pasadena,  Armour  Institute  and 
Lewis  Institute  in  Chicago,  corresponding  with  many 
other  such  schools  and  from  year  to  year  redrafting  her 
will  and  perfecting  her  plans.  In  the  course  of  these 
investigations  Mrs.  Bradley  sent  Mr.  Hammond  to  see 
Dr.  Harper,  President  of  the  University  of  Chicago.  All 
plans  up  to  that  time  had  contemplated  the  organization 
of  the  school  by  her  trustees  after  her  death. 

But  Dr.  Harper  applied  the  spark  to  the  train  so 
carefully  laid  and  put  the  whole  scheme  into  operation 
while  Mrs.  Bradley  was  still  here  to  enjoy  the  results 
of  her  labor. 


,MRS.  BRADLEY  IN  HER  GARDEN 
October  1 0th,    1907 


^Biographical  Sketches — Lydia  o'^iCoss  Bradley  1 25 

Many  as  they  become  advanced  in  years  seem  to 
grow  dull  to  the  activities  of  the  modern  life  which  sur- 
rounds them.  They  live  in  memory  and  as  they  reach 
extreme  old  age  their  minds  become  more  and  more 
occupied  with  recollections  of  early  years  and  withdrawn 
from  the  times  in  which  they  are  living.  Not  so  with 
Mrs.  Bradley.  Her  memories  of  the  past  were  keen 
and  interesting  and  she  frequently  referred  to  them;  and 
yet,  despite  her  more  than  ninety  years  she  lived  in  the 
present  world. 

Her  judgment  in  regard  to  politics,  religion  and 
social  questions  was  remarkably  sane  and  her  conver- 
sation, full  of  shrewd,  epigrammatic,  well-balanced  com- 
ments, frequently  brought  out  in  an  interesting  way  her 
strong,  wholesome  common  sense.  It  was  her  oft-ex- 
pressed desire  that  she  might  retain  her  mind  and  fac- 
ulties to  the  end,  and  it  is  a  matter  for  profound  thank- 
fulness that  her  strong,  clear  mind  never  weakened  even 
in  her  final  illness  and  that,  though  in  extreme  old  age, 
she  suffered  so  few  of  the  infirmities  which  usually  at- 
tend that  period  of  life.  During  the  last  years  of  her 
life  Mrs.  Bradley  lived  quietly  and  unostentatiously  in 
the  home  which  had  been  for  so  many  years  her  resid- 
ence; she  was  frugal  in  her  habits,  denying  herself  much 
which  others  of  her  wealth  would  have  deemed  neces- 
sary to  their  happiness. 

But  if  she  was  sparing  in  personal  expenditure,  she 
was  not  so  with  the  school  which  had  become  the  center 
of  her  loving  thought.  It  was  for  the  Institute  that  she 
wished  to  add  to  her  estate,  and  to  it  she  gave  with  lavish 
hand. 


126  '^he  First  "Decade 

To  her  the  years  were  more  than  mere  lapse  of  time 
or  even  institutional  growth;  the  venerable  founder  her- 
self found  continually  deeper  springs  of  joy  and  fuller 
sense  of  reward  in  the  work.  It  was  a  common  remark 
among  those  who  knew  her  best,  that  the  School  had 
made  her  young  again:  life  had  taken  on  a  new  meaning 
as  the  plan  so  long  cherished  and  labored  for  took  visi- 
ble form  before  her  eyes.  Her  face  grew  brighter  and 
some  of  the  lines  graven  by  sorrows  were  softened  and 
erased.  One  might  well  risk  the  assertion  that  those 
few  years  of  realized  hopes  bore  more  joy  and  comfort 
for  her  than  the  many  lonely  years  immediately  fol- 
lowing her  final  bereavement  of  her  family.  That  the 
foundation  of  the  Institute  did  bring  so  much  reward  to 
Mrs.  Bradley  is  a  source  of  deep  satisfaction  to  all  who 
have  labored  in  its  behalf. 

No  one  who  knew  Mrs.  Bradley  well  could  fail  to 
be  impressed  with  her  intellectual  qualities.  Deprived 
of  any  but  the  most  elementary  school  opportunities, 
she  had  a  mind  of  extraordinary  clearness  and  strength. 
What  she  knew,  she  knew,  and  she  would  not  be  cheated 
out  of  it  by  sophistry  or  persuasion.  What  she  did  not 
know  she  never  pretended  to  know,  and  was  willing  to 
have  settled  by  those  who  did  know.  No  one  ever  had 
more  utter  contempt  and  abhorrence  of  shams  of  every 
sort;  she  detected  them  in  general  unerringly  and  de- 
nounced them  ruthlessly.  Her  great  business  ability 
and  practical  wisdom  are  almost  proverbial;  two  other 
striking  proofs  of  her  strength  of  mind  are  worth  noting. 
First,  her  great  wealth  had  no  power  to  disturb  the  even 


biographical  Sketches — Lydia  cTHCoss  ^radle^  127 

tenor  of  her  principles  and  her  conduct;  nor  did  honor 
and  applause  ever  for  a  moment  turn  her  head;  through 
all  she  kept  the  perfect  balance  of  mind  and  life.  In 
the  second  place  she  manifested  that  confidence  in  her 
chosen  agents  and  representatives  which  only  a  strong 
mind  can  maintain.  She  consistently  refused  to  inter- 
fere in  the  control  of  the  Institute  or  in  any  way  dictate 
to  those  whom  she  had  chosen  to  manage  the  school. 
She  sometimes  spoke  in  a  very  simple,  earnest  way 
of  her  religious  beliefs.  She  had  no  fear  of  death,  and 
toward  the  end  of  her  life  expressed  the  hope  that  the 
end  of  her  earthly  pilgrimage  might  come  soon.  She 
thought  of  God  as  a  father  and  believed  that  ultimately 
mankind,  the  family  of  God,  would  be  purified  from  sin 
and  gathered  to  himself.  She  had  too  keen  a  sense  of 
justice  to  think  that  the  wicked  would  go  unpunished  in 
the  future  world,  but  believed  that  at  some  time  in  the 
distant  future  the  evil  would  be  destroyed,  as  it  were 
by  fire,  and  the  good,  some  particle  of  which  is  in  each 
of  us,  saved  to  eternal  life.  She  often  expressed  her 
sense  of  God's  goodness  to  her  personally.  She  might 
well  feel  that  for  her  the  prayer  of  the  Psalmist  had  been 
richly  granted,  and  that  the  Lord  had  established  the 
work  of  her  hands. 

William  Rainey  Harper. 

William  Rainey  Harper  was  born  in  New  Concord, 
Muskingum  County,  Ohio,  July  20th,  1856.  His  parents 
were  of  Scotch-Irish  ancestry.  He  entered  Muskingum 
College   at  eight  and  graduated   at  fourteen  with  the 


128  '^he  First  T>ecade 

A.  B.  degree.  His  taste  for  Hebrew  was  shown  thus  early 
in  an  oration  written  in  that  language.  He  pursued 
studies  at  home  till  seventeen,  the  earliest  age  at  which 
he  could  enter  Yale  University,  and  at  nineteen  received 
the  degree  of  Ph.  D.  from  that  institution.  He  held 
positions  in  various  educational  institutions  till  called 
in  1880  to  Chicago,  to  fill  a  chair  in  the  Baptist  Theo- 
logical Seminary  at  Morgan  Park.  In  1885  he  became 
head  of  the  Chautauqua  system,  and  in  1886,  professor 
of  Semitic  Languages  at  Yale.  In  June,  1891,  he 
became  the  first  president  of  the  reorganized  University 
of  Chicago,  which  position  he  occupied  with  great 
honor  till  his  death,  January  10th,  1906.  His  last  words 
were  significant  of  the  man's  character — "God  always 
helps." 

Dr.  Harper  was  "many  kinds  of  a  great  man  united 
in  one."  He  had  prodigious  capacity  for  work.  He 
was  first  of  all  a  great  teacher.  But  he  also  possessed 
expert  knowledge  of  every  department  of  education. 
He  had  business  capacity,  the  power  of  organization 
and  administration,  scholarship,  a  persuasive  power  in 
public  speaking,  and  the  highest  type  of  christian 
character.  In  the  last  year  of  patient  suffering,  he 
showed  a  simple  faith  in  God  which  found  expression 
in  the  words,  "I  enter  upon  the  unseen  world  with  far 
less  hesitation  than  I  felt  in  undertaking  the  presidency 
of  the  University."  Few  can  realize  to  what  an  extent 
Bradley  Institute  has  profited  from  his  interest  and 
counsel.  The  following  resolutions  were  passed  by  the 
Institute  faculty  on  the  death  of  Dr.  Harper : 


WILLIAM  %.  HARPER 


4k(EQRN\L 


biographical  Sketches — William  ^ainey  Harper  129 

"As  members  of  the  Faculty  of  Bradley  Polytechnic 
Institute  we  desire  to  express  our  deep  sense  of  loss  in 
the  death  of  Dr.  William  R.  Harper,  President  of  the 
University  of  Chicago.  As  President  of  the  Institute 
Faculty  and  as  Trustee  he  made  a  great  place  for  him- 
self in  the  history  of  the  Institute.  In  a  very  true  sense 
he  labored  with  Mrs.  Bradley  to  lay  deep  and  solid 
foundations  upon  which  the  Faculty  might  build.  To 
many  of  our  number  was  given  the  privilege  of  personal 
acquaintance  with  Dr.  Harper.  We  have  felt  his 
inspiring  presence  in  our  faculty  meetings.  His  interest 
and  counsel  have  been  at  our  command.  We  sincerely 
mourn  his  loss  and  gratefully  pay  this  tribute  of  respect 
and  affection  to  his  memory." 

Edward  O.  Sisson. 

Edward  Octavius  Sisson  was  born  May  24th,  1869, 
at  Gateshead,  England.  He  attended  Morpeth  Royal 
Grammar  School  from  1877  to  1882  (a  school  of  the 
usual  English  type,  giving  instruction  in  the  subjects 
required  for  admission  to  the  English  Universities,  par- 
ticularly Latin,  French,  Algebra,  Geometry,  English 
Literature).  Here  he  was  awarded  a  scholarship  for 
excellent  work.  He  held  this  scholarship  from  1878  to 
the  time  of  his  leaving  the  school  in  1882. 

In  1882  he  came  with  his  parents  to  Manhattan, 
Kansas.  Here  he  attended  the  State  Agricultural 
College  from  1883  to  1886,  graduating  in  1886  with  the 
degree  of  B.  Sc,  the  youngest  graduate  in  the  history 
of  the  college. 


130  "CTie  First  "Decade 

He  then  taught  in  country  schools  for  two  years, 
from  1886  to  1888;  in  1888  he  became  principal  of  Man- 
hattan High  School;  in  1890  he  resigned  this  position 
to  become  principal  of  schools  in  Mound  City,  Kansas. 

In  1891  he  gave  up  teaching  to  continue  his  studies 
and  in  1892  entered  the  new  University  of  Chicago;  in 
this  year  he  also  founded  the  South  Side  Academy,  of 
which  he  was  principal  until  1897.  He  received  the 
degree  of  A.  B.  in  June,  1893,  being  a  member  of  the 
first  class  graduated  from  the  new  University.  He 
continued  his  studies  in  the  graduate  school  for  several 
years,  though  able  to  give  less  and  less  attention  to 
study  owing  to  the  growth  of  the  Academy.  During 
one  year  he  was  University  Extension  reader  in 
Psychology.  In  1894  he  taught  Greek  in  the  Summer 
Quarter  of  the  University  Academy  at  Morgan  Park. 

In  1894  the  South  Side  Academy  was  made  an 
affiliated  school  of  the  University  of  Chicago  and  Mr. 
Sisson  in  this  way  came  into  closer  relations  with  the 
University.  This  relation,  together  with  the  nearness 
of  the  Academy  to  the  University  and  the  large  number 
of  students  who  were  prepared  for  the  University  in  the 
Academy,  brought  Mr.  Sisson  to  the  attention  of  Presi- 
dent Harper;  in  1897  Bradley  Polytechnic  Institute  was 
being  planned  and  in  January  of  that  year  Dr.  Harper 
sent  for  the  young  principal  and  after  a  conference 
asked  him  to  make  a  visit  to  Peoria  to  meet  Mrs. 
Bradley  and  those  of  the  Trustees  who  lived  in  Peoria. 
On  February  25th,  1897,  Mr.  Sisson  was  unanimously 
elected  first  Director  of  the  new  institution. 


EDWARD  O.  SISSON 


Biographical  Sketches — Edward  O.  Sisson  13 1 

For  the  next  six  years  he  was  occupied  with  the 
difficult  task  of  organizing  and  developing  the  Institute. 
Mrs.  Bradley's  plans  called  for  an  institutition  differing 
in  important  respects  from  the  established  type  and 
thus  presenting  a  multitude  of  new  and  perplexing 
problems.  During  all  these  years  of  busy  toil  Mr. 
Sisson  had  never  relinquished  his  ambition  to  secure  a 
more  complete  scholarly  preparation  and  in  the  spring 
of  1903,  at  his  request,  the  trustees  granted  him  a  year's 
leave  of  absence. 

Mr.  and  Mrs.  Sisson  spent  the  latter  part  of  that 
summer  in  England,  and  journeyed  in  the  fall  to  Berlin, 
where  Mr.  Sisson  took  up  his  studies  in  the  University, 
and  began  visiting  and  inspecting  schools — the  latter 
being  one  of  his  chief  objects  in  going  to  Germany. 
As  the  year  progressed  it  became  more  and  more 
evident  that  one  year  would  be  all  too  short  for  the 
desired  end;  moreover,  Mr.  Sisson's  health,  instead  of 
being  immediately  restored  by  the  change,  was  still  in 
a  very  unsatisfactory  condition;  in  addition  to  all  this 
he  had  now  become  deeply  interested  in  the  study  of 
the  science  of  education.  He  determined  to  seek  a 
position  as  a  university  professor  in  this  department 
and  consequently  in  February,  1904,  tendered  his  resig- 
nation as  Director. 

Returning  from  Europe  in  the  summer  of  1904,  Mr. 
Sisson  continued  his  studies  in  philosophy  and  educa- 
tional science  at  Harvard  where  in  June,  1905,  he 
received  the  degree  of  Ph.  D.  He  had  already  been 
appointed    Assistant    Professor   of    Education   in   the 


132  "Ube  First  "Decade 

University  of  Illinois.  Near  the  end  of  his  first  year 
there  he  was  called  to  the  headship  of  the  Department 
of  Education  in  the  University  of  Washington,  at 
Seattle;  he  still  occupies  this  position.  In  the  coming 
summer  (1908)  he  is  to  lecture  in  the  Summer  school 
at  Harvard  University.  He  is  the  author  of  several 
articles  in  recent  numbers  of  such  periodicals  as  the 
School  Review,  Education,  The  International  Journal 
of  Ethics,  Religious  Education  and  others. 

Theodore  C.  Burgess. 

Theodore  Chalon  Burgess,  second  Director  of  the 
Institute,  was  born  in  Little  Valley,  New  York,  April 
1859.  His  father  was  a  Presbyterian  minister.  When 
he  was  but  three  years  of  age  his  parents  moved  to 
Panama  N.  Y.,  and  here  Mr.  Burgess  passed  his  boyhood. 
He  was  placed  under  private  instruction  until  he  was 
about  sixteen  and  then  attended  the  local  high  school  for 
one  year.  At  this  time  the  family  moved  to  Silver 
Creek,  N.  Y.,  a  thriving  village  upon  the  shore  of  Lake 
Erie.  The  excellent  reputation  of  the  Fredonia  State 
Normal  School,  together  with  its  convenient  location — 
only  twelve  miles  distant,  caused  it  to  be  chosen  as  the 
place  at  which  to  prepare  for  college  and  at  the  same 
time  secure  its  valuable  pedagogical  training.  At  the 
end  of  three  years  Mr.  Burgess  graduated  from  the 
classical  course  of  this  school.  This  implied  full  col- 
lege preparation  and  the  equivalent  of  one  entire  year 
devoted  exclusively  to  the  study  of  methods  and  prac- 
tice teaching  under  critics. 


'UHEODOnd  C.  ^WiiGESS. 


biographical  Sketches — Theodore  C.  ^urgess  133 

In  the  Fall  of  1879  Mr.  Burgess  entered  Hamilton 
College  (Clinton  N.  Y.),  an  institution  from  which  his 
father  had  graduated  before  him.  Hamilton  College 
then  as  now  represented  the  small  college  at  its  best. 
Its  course  of  study  did  not  present  the  variety  of  the 
large  university  but  the  work  of  the  College  was  notably 
sound  and  thorough  and  the  influences  for  culture  which 
lie  outside  the  direct  classroom  work  and  which  form  a 
main  source  of  the  strength  of  the  small  college,  were 
both  numerous  and  powerful.  Mr.  Burgess  graduated 
in  1883  as  valedictorian  of  his  class.  His  college  course 
had  not  been  that  of  the  specialist;  he  had  won  prizes 
in  various  open  competitions,  essay  writing,  public 
speaking,  mathematics,  classics,  the  latter  being  re- 
garded as  the  most  attractive  prize  given  by  the  College. 
Two  positions  were  offered  to  the  young  graduate,  one 
in  the  English  department  at  Cornell  University,  the 
other  to  take  charge  of  the  Classical  department  at  the 
Normal  School  from  which  he  had  graduated  four  years 
before.  The  latter  was  accepted  and  the  next  thirteen 
years  were  passed  here.  This  school  was  located  at 
Fredonia,  N.  Y.,  one  of  the  most  attractive  and  cultured 
towns  in  the  state.  During  the  second  year  of  Mr. 
Burgess'  stay  in  Fredonia  he  was  asked  to  go  to  Corea 
to  organize  and  take  charge  of  a  system  of  general 
education  for  that  country,  but  this  offer  was  declined. 
At  Fredonia  occurred  his  marriage  to  Laura  May  Briggs, 
also  a  graduate  of  the  Normal  School.  In  the  summer 
of  1895  Mr.  Burgess  attended  the  summer  session  of  the 
University  of  Chicago;  this  led  to  a  decision  to  pursue 


134  Vbe  First  Tiecade 

a  graduate  course,  a  plan  which  had  long  been  cherished 
and  which  was  aided  by  the  fact  that  his  position  at  the 
Normal  offered  no  further  opportunities  for  growth.  In 
June  1896  he  resigned  his  position  to  enter  the  Univer- 
sity of  Chicago.  The  next  year  he  was  appointed  fellow 
in  Greek  and  after  two  years  received  the  degree  of 
Ph.  D.,  magna  cum  laude  (1898).  In  1897  he  was 
elected  Assistant  Professor  of  Greek  in  Bradley  Poly- 
technic Institute  which  was  to  open  that  fall.  He  was 
given  the  privilege  of  leave  of  absence  for  that  year. 
September  1st,  1898,  he  moved  to  Peoria,  and  the  next 
fall  he  was  made  dean  of  the  College  and  Higher 
Academy  young  men,  a  position  which  he  has  retained 
to  the  present  time  in  spite  of  other  added  duties.  In 
the  spring  of  1901  Mr.  Burgess  was  made  Vice-Director 
during  the  absence  of  the  Director  in  Europe  and  under 
similar  circumstances  was  made  Acting  Director  for 
the  year  1903-1904,  and  at  the  same  time  was  advanced 
to  the  rank  of  professor.  In  the  fall  and  early  winter 
of  1902  Mr.  and  Mrs.  Burgess  visited  Europe.  The 
greater  part  of  this  time  was  spent  in  Rome  and  in 
travel  through  Greece. 

At  the  resignation  of  the  Director  in  the  spring  of 
1904  Mr.  Burgess  was  elected  to  this  position.  Since 
1900  he  has  taught  a  part  or  all  of  the  Summer  Quarter 
in  the  department  of  Greek  at  the  University  of  Chicago. 
He  is  the  author  of  various  magazine  articles,  of  a 
treatise  on  Epideictic  Literature,  which  forms  the  great- 
er part  of  Vol.  Ill  of  the  Classical  Studies  of  the  Uni- 
versity of  Chicago.     In  1907  in  conjunction  with  Dr.  R. 


OLIVER  I  BAILEY 


biographical  Sketches — Theodore  C.  ^urgess  135 

J.  Bonner  of  the  University  of  Chicago  he  published 
(Scott,  Foresman  &  Co.)  a  first  year  book  in  Greek 
entitled  Elementary  Greek. 

OKver  J.  Bailey. 

Oliver  J.  Bailey  was  born  in  the  town  of  Arcadia, 
Wayne  County,  New  York,  September  6th,  1846.  His 
parents  removed  to  Will  County,  Illinois,  in  1849,  and 
to  Waterloo,  Iowa,  in  1852.  Mr.  Bailey  remained  in 
Iowa  till  1865  when  he  returned  to  Illinois.  His  educa- 
tional privileges  were  limited  to  the  common  schools, 
but  constant  study  and  wide  reading  in  later  life  has  made 
him  a  man  of  broad  general  information.  He  began  the 
study  of  law  in  the  office  of  General  F.  P.  Partridge  of 
Sycamore,  and  was  admitted  to  the  bar  in  1868.  He 
continued  his  law  practice  in  Sycamore  and  Chicago 
till  1875,  when  he  moved  to  Peoria  and  established  him- 
self in  the  partnership  with  which  he  is  still  connected. 
Mr.  Bailey  has  been  eminently  successful  in  his  profes- 
sion and  as  a  business  man.  But  he  has  done  more. 
His  name  has  been  identified  with  many  of  the  best 
philanthropic  and  educational  movements  in  Peoria. 
He  has  given  most  generously  of  his  time  and  strength 
to  these  interests  without  compensation.  As  president 
of  the  Cottage  Hospital  Association,  of  the  Young  Men *s 
Christian  Association,  and  of  the  board  of  trustees  of 
Bradley  Polytechnic  Institute  he  has  performed  an  in- 
estimable service  for  the  community. 


136  'Che  First  'Decade 

W.  W.  Hammond. 

W.  W.  Hammond  was  born  in  Stark  County,  Illi- 
nois, March  2nd,  1857.  He  is  the  son  of  Augustus  G. 
and  Cecelia  B.  Hammond.  His  education  began  in  the 
public  school  of  Wyoming,  Illinois,  was  continued  at 
the  High  School  of  Winona,  Minnesota,  where  he  grad- 
uated in  1874.  He  taught  school  one  year  at  Wyoming 
and  then  entered  Knox  College  at  Galesburg,  Illinois, 
taking  the  scientific  course,  and  in  June,  1878,  received 
the  degree  of  B.  S.  In  the  fall  of  1878  he  entered  the 
law  ofl&ce  of  the  Hon.  Julius  S.  Starr,  in  Peoria,  and  in 
November,  1880,  was  admitted  to  the  bar.  In  1882  he 
formed  a  partnership  with  the  Hon.  H.  B.  Hopkins, 
which  continued  until  Judge  Hopkins'  death  in  1893. 
In  March,  1885,  he  was  introduced  to  Mrs.  Bradley  by 
George  W.  Scott,  the  banker  of  Wyoming,  Illinois,  and 
employed  by  her  as  business  manager,  which  position 
he  accepted,  and  still  retains.  The  estate  has  prosper- 
ed under  his  management,  and  its  increase  has  been, 
and  is  remarkable. 

In  his  capacity  as  business  manager,  it  became 
part  of  his  duty  to  assist  Mrs.  Bradley  in  formulating 
her  plans  for  Bradley  Institute,  to  determine  the  scope 
of  the  work  possible  within  the  means  at  her  disposal, 
and  to  select  and  organize  a  board  of  trustees.  In  the 
proper  execution  of  these  duties,  he  visited  many  insti- 
tutions of  similar  nature  in  various  parts  of  the  country, 
studied  their  organization,  equipment,  initial  cost,  and 
endowment.     He  has  been  closely  identified  with  every 


IV.   W.  HAMMOND 


Biographical  Sketches — IV.  W.  Hammond  137 

step  in  the  development  of  Bradley  Institute,  and  has 
taken  the  same  interest  in  its  welfare  as  though  it  were 
his  own  conception. 

In  the  management  of  the  properties  of  the  estate, 
Mr.  Hammond  has  been  called  upon  to  conduct  exten- 
sive litigation,  which  has  been  successfully  concluded 
in  the  highest  courts  of  the  land,  and  resulted  in  saving 
to  the  estate  properties  of  great  value.  He  has  also 
developed  extensive  marsh  lands,  and  by  application  of 
the  scientific  knowledge  developed  by  schools  closely 
related  to  Bradley  Institute,  benefitted  both  the  estate 
and  the  community  in  which  the  lands  were  located. 

The  Bradley  Estate  has  always  been  active  in  pro- 
moting growth  and  development  wherever  its  invest- 
ments are  made,  so  that  in  the  acquisition  of  its  property 
as  well  as  in  the  expenditure  of  its  income,  good  is 
accomplished. 


Complete 
List  of  Trustees  and  Faculty 

1897-1907. 


Trust 


ees. 


Oliver  J.  Bailey 
Leslie  D.  Puterbaugh 
Harry  A.  Hammond 
William  R.  Harper* 
Harry  Pratt  Judson 
Rudolph  Pfeiffer 
Zealy  M.  Holmes 
Albion  W.  Small 


Peoria 

Peoria 

Wyoming 

University  of  Chicago 

University  of  Chicago 

Peoria 

Mossville 

University  of  Chicago 


*Deceased 


{138} 


Faculty. 

Officers  of  Administration 

President  of  the  Faculty  William  R.  Harper,  1897-1906* 
Director  Edward  O.  Sisson,  1897-1904 

Acting  Director  Theodore  C.  Burgess,  1903-4 

Director  Theodore  C.  Burgess,  1904 — 

Dean  of  College  and  Higher  Academy 

Theodore  C.  Burgess,  1899— 
Dean  of  Women  Helen  Bartlett,  1897-1907 

Dean  of  Lower  Academy     Charles  T.  Wyckoff ,  1897 — 
Examiner  Elias  P.  Lyon,  1897-1900 

Registrar  Clarence  E.  Comstock,  1897 — 

Recorder  William  E.  Moffatt,  1898-1901 

Ernst  R.  Breslich,  1901-1904 

John  B.  Stearns,  1904-1905 

Eugene  Corrie,  1905-1907 


^At  the  death  of  President  Harper,  January,  1907,  the  office  of 
President  of  the  Faculty  was  combined  with  that  of  Director  of  the 
Institute. 


(139) 


140  Vhe  First  T>ecade 

Officers  of  Instruction. 

Biology 

Ellas  P.  Lyon,  Ph.  D.   (Chicago),  Instructor,  1897- 

1900. 
Wales  H.  Packard,  S.  B.  (Olivet),  Associate  1898- 

1901;  Instructor,  1901-1904,  Assistant  Professor, 

1904— 
Emma  M.  Morehouse,  Assistant,  1900-1902;  Associ- 
ate, 1902-1903. 
Wright  A.  Gardner,  B.  S.  (Albion),  Assistant,  1903- 

1905. 
Mary  J.  Harper  (Bradley),  Assistant,  1903-1904. 
Julia  P.  Bourland,  A.  B.  (Smith),  Assistant,  1905- 

1906. 
Melvin  D.  Renkenberger,  A.  B.  (Wabash),  Assistant, 

1906— 
Chemistry 

James  B.  Garner,  Ph.  D.  (Chicago),  Instructor,  1897- 

1901. 
George   C.   Ashman,    B.    S.    (Wabash),  Associate, 

1901-1903;     Instructor,   1903-1905;     Assistant 

Professor,  1905— 
Food  Work 

Mrs.  Nellie  S.  Kedzie,M.  Sc.  (Kansas  Agricultural), 

Assistant  Professor,  1897-1901. 
Mary   E.   Lyman,   B.    Sc.    (Kansas    Agricultural), 

Assistant,  1897-1899. 
Bertha  J.  Spohr,  B.  S.  (Kansas  Agricultural),  Assis- 
tant, 1900-1901;  Associate,  1901-1902. 


IVER3ITY 

GF 

FOR  14^1^ 


Faculty  Ml 

Katherine  Keck,  Assistant,  1901-1902. 

Gertrude  Coburn,  B.  Sc.  (Kansas  Agricultural), 
Assistant  Professor,  1902-1904. 

Alice  W.  Hess,  M.  Sc.  (Iowa  Agricultural),  Assist- 
ant, 1903-1904. 

Alice  D.  Feuling,  S.  B.  (Chicago),  Assistant  Profes- 
sor, 1904-1907. 

Bess  Blackburn,  Assistant,  1905-1906. 

Gertrude  K.  Trask,  A.  B.  (Knox),  Assistant,  1905- 
1906. 

Martha  Shopbell,  B.  S.  (Wisconsin),  Assistant, 
1906— 

Sewing 

Mrs.  Nellie  S.  Kedzie,  M.  Sc.  (Kansas  Agricultural), 
Assistant  Professor,  1897-1900. 

Mrs.  Elida  E.  Winchip,  Associate,  1899-1904;  In- 
structor, 1904 — 

Mary  E.  Lyman,  B.  Sc.  (Kansas  Agricultural), 
Assistant  1897-1899. 

Miriam  E.  Swingle,  B.  Sc.  (Kansas  Agricultural), 
Assistant,  1898-1902. 

Maude  C.Olmstead,  (Bradley),  Assistant,  1901-1905. 

Bertha  M.  ScuUin,  A.  B.  (Chicago),  Assistant, 
1903-1904,  1906— 

English 

Edward  O.  Sisson,  B.  Sc,  A.  B.  (Chicago),  Assist- 
ant Professor,  1897-1904. 

Mabel  E.  Dougherty,  A.  B.  (Chicago),  Associate, 
1897-1900. 


142  Vbe  First  T>ecade 

Mary  D.  Spalding,  A.  B.  (Chicago),  Associate,  1900 

1903;  Instructor,  1903-1906. 
Moses  J.  Wright,  A.  B.  (Cornell),  Assistant,  1900- 

1901. 
Holden  M.  Olson,  A.  B.  (Chicago),  Assistant,  1902- 

1903. 
Thomas  A.Knott,  A.  B.  (Northwestern),  Assistant 

1903-1905. 
Margaret  McLaughlin,  A.  M.  (Chicago),  Instructor 

1905— 
George  R.  CoJBFman,  A.  B.  (Drake),  Assistant,  1906- 

German  and  French 

Helen    Bartlett,    Ph.  D.    (Bryn  Mawr),  Assistant 

Professor,  1897-1904;  Professor,  1904— 
Elizabeth  E.  Harrington  Green,  Ph.  B.   (Chicago) 

Assistant,  1900-1901. 
Elsie  P.  Bourland,  B.  L.  (Smith),  Assistant,  1901 

1902;  Associate,  1902-1905. 
Frances  C.  Howe,  B.  L.  (Smith),  Assistant,  Spring 

1902. 
Mary  B.  Blossom,  Assistant,  1902-1907;  Instructor 

1907. 
Jean  Mitchell,  Ph.  B.  (Michigan),  Assistant,  Spring 

1904-1905. 
Dorothy  Duncan,  A.  B.  (Chicago),  Assistant,  1905- 

1907;  Instructor,  1907— 


Faculty  J  43 

History 

Charles  T.  Wyckoff,  Ph.  D.   (Chicago),  Instructor, 

1897-1900;     Assistant     Professor,     1900-1904; 

Professor,  1904 — 
James  W.  Garner,  B.  S.  (Mississippi  Agricultural), 

Associate,  1898-1900. 
Moses  J.  Wright,  A.  B.  (Cornell),  Assistant,  1900- 

1902. 
Holden  M.  Olson,  A.  B.  (Chicago),  Assistant,  1902- 

1903. 
Thomas  A.  Knott,  A.  B.  (Northwestern) ,  Assistant, 

1903-1905. 
Victor  J.  West.  Ph.  B.  (Chicago),  Assistant,  1905- 

1906. 
Latin  and  Greek 

Theodore  C.  Burgess,  Ph.  D.   (Chicago),  Assistant 

Professor,  1897-1904;  Professor,  1904— 
William  E.  Moffatt,  A.  B.    (Chicago),    Associate, 

1897-1901. 
Allen  T.  Burns,  A.  B.  (Chicago),    Assistant,  1897- 

1898. 
Lee  Byrne,  A.  M.   (Illinois),  Assistant,  1899-1900. 
Ama  M.  Deach,  A.  B.   (Vassar),    Assistant,  1900- 

1903;  Associate,  1903-1904. 
Hiram  Gillespie,  A.  B.  (Chicago),  Assistant,  1900- 

1901. 
William  Benson,  A.  B.   (Beloit),    Assistant,  1901- 

1903. 
Clarence  C.  Leffingwell,  Ph.  B.   (Chicago),  Assist- 
ant, 1901-1903. 


144  Vhe  First  T>ecade 

John  B.  Stearns,  A.  M.  (Wisconsin),  Assistant, 
1903-1905. 

Marguerite  Crofoot,  A.  B.  (Chicago),  Assistant, 
1903-1906. 

La  Rue  Van  Hook,  Ph.  D.  (Chicago),  Instructor, 
1904-1905. 

Sherman  Campbell,  A.  M.  (Harvard),  Instructor, 
1905-1906. 

Emily  H.  Greenman,  A.  B.  (Northwestern),  Assist- 
ant, 1905-1906. 

Iva  F.  Rockwell,  A.  B.  (Chicago),  Assistant,  1906—- 

Katherine  F.  Walters,  A.  B.  (Michigan),  Assistant, 
1906— 

Manual  Arts 

Charles  A.  Bennett,  B.  S.  (Worcester),  Assistant 
Professor,  1897-1904;  Professor,  1904— 

Fred  D.  Crawshaw,  B.  S.  (Worcester),  Assistant, 
1897-1898;  Associate,  1898-1900;  Instructor, 
1900-1903. 

Clinton  S.  Van  Deusen,  M.  E.  (Cornell),  Associate, 
1898-1903;  Instructor,  1903— 

William  F.  Raymond,  Assistant,  1898-1901;  Asso- 
ciate, 1901-1904;  Instructor,  1904— 

Carter  C.  Jett,  B.  M.  E.  (Kentucky),  Associate, 
1903-1904. 

Frederick  H.  Evans,  B.  M.  E.  (Kentucky),  Assist- 
ant, 1904-1907;  Instructor,  1907— 

Drawing 

Cora  L.  Stebbins,  Assistant,  1897-1898. 
Edith  A.  Shattuck,  Assistant,  1898-1899. 


Faculty  145 

Nellie  M.  Stowell,  Assistant,  Spring,  1898-1899. 

Abigail  Holman,  Assistant,  1899-1901. 

Adelaide  Mickel  (Chicago  Art  Institute),  Assist- 
ant, 1900-1907;  Instructor,  1907— 

May  C.  Wyman,  (Chicago  Art  Institute),  Assist- 
ant, 1901-1903. 

James  H.  Emery,  Assistant,  Spring  1902-1903. 

Edwin  V.  Lawrence,  (Mass.  Normal  Art  School), 
Assistant,  1903-1906. 

Frank  Crerie,  (Mass.  Normal  Art  School),  Assist- 
ant, 1906— 

Mathemathics 

Clarence  E.  Comstock,  A.  M.  (Knox),  Instructor, 

1897-1902;  Assistant  Professor,  1902— 
George    R.    Albers,    B.    S.     (Kansas),    Associate, 

1897-1898. 
Benjamin  L.   Remick,    Ph.  M.    (Cornell  College), 

Associate,  1898-1900. 
Louis  C.  Plant,  Ph.  B.  (Michigan),  Assistant,  1898- 

1900;  Associate,  1900-1904;     Instructor,  1904- 

1907. 
Ernst  R.  Breslich,   A.  M.     (Wallace),     Assistant, 

1900-1902;  Associate,  1902-1904. 
Ama  M.  Deach,  A.  B.    (Vassar),  Assistant,  1900- 

1901. 
Lawrence   E.   Gurney,   A.  B.    (Colby),  Assistant, 

1901-1903. 
Kirk  H.  Logan,   A.  B.    (Kansas),  Assistant,  1903- 

1905. 
Eugene    Corrie,    S.  B.    (McKendree),    Assistant, 

1904-1907. 


146  "Vhe  First  T>ecade 

Physics 

Elias  P.  Lyon,  Ph.  D.  (Chicago),  Instructor,  1897- 
1899. 

Frederic  L.  Bishop,  Ph.  D.  (Chicago),  Associate, 
1898-1900;  Instructor,  1900-1903;  Assistant 
Professor,  1903— 

Lawrence  E.  Gurney,  A.  B.  (Colby),  Assistant, 
1901-1903. 

Kirk  H.  Logan,  A.  B.  (Kansas),  Assistant,  1903- 
1905. 

Paul  P.  Brooks,  Assistant,  1905-1906. 

Melvin  D.  Renkenberger,  A.  B.  (Wabash),  Assist- 
ant, 1906— 

James  E.  Ewers,  (Indiana  State  Normal),  Assist- 
ant, Fall  1906-1907. 

Dewey  A.  Seeley,  B.  S,  (Michigan  Agricultural), 
Lecturer  in  Meteorology,  1905 — 


There  have  been  the  following  student  assistants: 
Biology 

Don  R.  Joseph,  1902-1903. 
Rolla  Evans,  1903-1904. 
Frank  C.  Becht,  1904-1905. 
Katherine  Copes,  1904-1905. 
Frederick  A.  Causey,  1905— 


Faculty  147 


Chemistry 

Walter  Fuller,  1899-1901. 
Mary  J.  Harper,  1901-1902. 
Harold  D.  Grigsby,  1902-1903. 
Walter  Riepen,  1903-1904, 
Alfred  R.  Wright,  1903-1904. 
Helen  S.  Mills,  1904-1907. 
Louis  A.  Neill,  1904-1905. 
George  Greves,  1905-1906. 
Joseph  W.  Harris,  1905-1907. 
Willis  B.  Coale,  1906-1907. 

Domestic  Economy 

Bertha  M.  Scullin,  1902-1903. 
Laura  A.  Stowell,  1902-1903. 
Lulu  E.  Rogers,  1902-1904, 
Neva  Walton,  1902-1903. 
Verona  E.  Kanne,  1903-1904. 
Jennie  Cation,  1903-1904. 
Edith  A.  Hunter,  1904-1905. 

English 

Anne  A.  Kellogg,  1901-1902. 
Lottie  A.  Graber,  1901-1903. 
Simon  Mayer,  1902-1904. 
Irene  O.  Bunch,  1903-1904. 
Vera  H.  Hale,  1904-1905. 
Robert  S.  Woodward,  1904-1905. 
Joseph  G.  Cowell,  1905-1906. 
Eleanor  Ellis,  1905-1907. 
Grace  E.  Hauk,  1906-1907. 


148  Vhe  First  T>ecade 

German  and  French 

Maude  H.  Calvert,  1902-1903. 
Elizabeth  R.  Durley,  1902-1903. 
Florence  A.  Elsbree,  1903-1904. 
Edna  L.  Wilson,  1903-1904. 

Manual  Arts 

Laurens  L.  Simpson,  1900-1901. 
George  C.  Finger,  1901-1903. 
Oscar  J.  Schimpff,  1901-1903. 
Joseph  W.  Paul,  1903-1904. 
William  S.  Hough,  1903-1904. 
John  W,  Crager,  1904-1905. 
John  W.  Curtis,  1904-1905. 
Irving  N.  Colby,  1905-1906. 
Byron  M.  Fast,  1905-1906. 
Guy  R.  Lander,  1905-1906. 
Janet  Grant,  1905-1907. 
Glen  M.  Ebaugh,  1906— 

Mathematics 

George  W.  Ramsey,  1901-1902. 
William  W.  Gorsline,  1903-1905. 
Grover  C.  Baumgartner,  1905-1907. 

Physics 

Albert  L.  Porter,  1898-1901. 
Deloss  S.  Brown,  Jr.,  1901-1903. 
John  H.  Bruninga,  1903-1904. 
Fred  S.  Simms,  1904-1906. 
Edward  A.  Gushing,  1906— 


Faculty  149 

Record  Clerk 

Clarence  C.  Leffingwell,  1899-1900. 
Harold  C.  Brubaker,  1900-1901. 
Theo.  M.  Vickery,  1901-1902. 
Victor  J.  West,  1902-1903. 
H.  Dale  Morgan,  1903-1904. 
Herbert  A.  Kellar,  1904-1907. 

Horological  School. 
Complete  List  of  the  Faculty. 

Edward  O.  Sisson,  Director,  1897-1904. 

James  R.  Parsons,  Founder  of  School,  Dean  1897- 

1900. 
L.  T.  Jones,  Finishing. 

Herman  T.  Schlegel,  Assistant  in  Finishing. 
Grant  Hood,  Finishing. 

Franklin  M.  Willis,  Finishing  and  Engraving. 
O.  Gundorph,  Finishing. 
G.  H.  Holmes,  Engraving. 
Thomas  H.  Wicks,  Engraving. 
H.  Coo,  Engraving. 
William  L.  DeLacy,  Engraving. 
Charles  E.  DeLong,  Engraving. 
W.  E.  Albert,  Elementary  Watchwork. 
George  H.  Churchill,  Elementary  Watchwork. 
Theodore  B.  Phillips,  Elementary  Watchwork. 
A.  B.  MacDonald,  Elementary  Watchwork. 
Crawford  D.  Phillips,  Elementary  Watchwork. 
Herman  Reiche,  Jewelry. 


150  Vhe  First  "Decade 

George  H.  Drury,  Jewelry. 
Fred  J.  Bahni,  Jewelry. 
Dr.  John  W.  Lambert,  Optics. 
Dr.  Edwin  H.  Bradley,  Optics. 
Dr.  Paul  Dombrowski,  Optics. 

The  present  members  of  the  faculty  are, 

Dr.  T.  C.  Burgess,  Director,  1904— 

Allen  T.  Westlake,  Dean  of  the  Horological  De- 
partment and  Instructor  in  Engraving  and 
Optics,  1894-1896;  1899— 

Clarence  R.  Hart,  Instructor  in  Finishing,  Repair- 
ing and  Drawing,  1905 — 

James  A.  Miner,  Instructor  in  Elementary  Watch- 
work,  1899— 

Albert  S.  Anderson,  Instructor  in  Jewelry  and 
Clock  Repairing,  1906 — 

Frederick  E.  Brown,  Assistant  in  Elementary 
Watchwork,  1906— 

Charles  H.  Brobst,  M.  D.,  Lecturer  in  Optics, 
1904—. 


Convocation  and  Founder's  Day  Orators. 

Convocation  Addresses. 
June  24,  1898.     "The  Genesis  and  Genius  of  Western 

Life."     Judge  Christian  C.  Kohlsaat,  Chicago. 
June  23,  1899.     "The  Development  of  National  Charac- 
ter."    Hon.  George  E.  Adams,  Chicago. 
June  22,  1900.     "The   Graduate— His    Equipment,  His 

Hopes  and  His  Obligations."    Chancellor  W.  S. 

Chaplin,  Washington  University,  St.  Louis. 
June  21,  1901.     "The   Use  of   Fiction    in    Education." 

Professor  Richard  G.  Moulton,  University  of 

Chicago. 
June  20,  1902.     "Education  for  Democracy." 

Professor  Graham  Taylor,  Chicago. 
June  19,  1903.     "College  Education  and  the  Business 

Career."     Mr.  Adolphus  C.  Bartlett,  Chicago. 
June  17,  1904.     "The  Leadership  of  the  General  Govern- 
ment in  Public  Education." 

President    Richard    H.   Jesse,    University    of 

Missouri. 
June  23,  1905.     "The  Landmarks  of  Life." 

Professor    Albion    W.    Small,    University   of 

Chicago. 
June  22,  1906.     "Tendencies     in    Modern    Education." 

President  John  W.  Cook,  Illinois  State  Normal 

School. 
June  21,  1907.     "Problems  of  Greater  America." 

Chancellor  E.  Benjamin  Andrews,  University 

of  Nebraska. 

(/5/) 


152  "Uhe  First  T>ecade 

Founder's  Day  Addresses. 

Oct.  8,  1897.     Dedicatory  Address. 

Hon.  Lyman  J.  Gage,  Secretary  of  Treasury. 
Oct.  8,  1898.     "Moral  Nature  of  Scientific  Study." 

Professor  Thomas  C.  Chamberlain,  University 
of  Chicago. 
Oct.  8,  1899.     ''Democracy  and  Education." 

Miss  Jane  Addams,  Hull  House,  Chicago. 
Oct.  8,  1900.     "The  Student  at  the  Bar  of  Judgment." 
Rev.  Caspar  Wistar  Hiatt,  Cleveland,  Ohio. 
Oct.  8,  1901.     "Education  and  Society." 

Rabbi  Emil  G.  Hirsch,  Chicago. 
Oct.  8,  1902.     "Illinois    Charitable    Institutions,   Their 
Government  and  Control." 

Hon.  Francis  W.  Parker,  Chicago. 
Oct.  8,  1903.     "Educational  Institutions." 

The    Right    Rev.    Bishop    John    L.    Spalding, 
Peoria. 
Oct.  8,  1904.     "Certain     Phases    of    the     Educational 
Problem." 

President  Thomas  McClelland,  Knox  College. 
Oct.  8,  1905.     "Tolstoi." 

Dr.  Edward  A.  Steiner,  Iowa  College. 
Oct.  8,  1906.     Program  reported  in  this  volume. 


Public  Lectures. 

1897-8.     "Art  Among  the  Ancient  Hebrews." 

William  R.  Harper,  University  of  Chicago. 
"A  Trip  to  Greenland." 

Elias  P.  Lyon. 
*'Our  Bacterial  Friends." 

O.  B.  Will,  M.  D. 
"Young  Men  in  Human  Progress." 

Oliver  J.  Bailey. 
"A  Trip  to  the  Yosemite." 

Nellie  S.  Kedzie. 
"China's  Possibilities  for  Future  Greatness." 

Charles  T.  Wyckoff. 
"Modern  Socialism." 

Albion  W.  Small,  University  of  Chicago. 
"Comets  and  Nebulae." 

Clarence  E.  Comstock. 
"From  Portland  to  Sitka." 

Helen  Bartlett. 
"Rugby  and  Tom  Brown." 

Newton  C.  Dougherty. 
"Manual  Training." 

Charles  A.  Bennett. 
"The  Atmosphere." 

James  B.  Garner. 
"Homer — A  Study  in  Immortality  in  Literature." 

Edward  O.  Sisson. 
"Purpose  and  Method  of  Education." 

The  Right  Rev.  Bishop  John  L.  Spalding. 

(/53) 


154  Vhe  First  Decade 

1898-9.     "Some  Aspects  of  Poetry"    (Three  Lectures). 
Edward  O.  Sisson. 
"The  Effects  of  Light  on  Animals  and  Plants" 
(Three  Lectures). 
/  Elias  P.  Lyon. 

"The   Development  of    the    British    Empire." 
(Three  Lectures). 
Charles  T.  Wyckoff. 
1899-1900.     "Greek  and  Roman  Life."  (Three  Lectures) 
Theodore  C.  Burgess. 
"The  Solar  System."     (Three  Lectures). 

Clarence  E.  Comstock. 
"Electrical  Waves."     (Three  Lectures). 

Frederick  L.  Bishop. 
"Great     Britain     and     the      South     African 
Republics." 
Charles  T.  Wyckoff. 
1900-01.     "Interpretative  Readings."  (Three  Lectures) 
Edward  O.  Sisson. 
"The  Arthurian  Legends."     (Three  Lectures) 

Helen  Bartlett. 
"Historic  Styles  in  Architecture." 
Charles  A.  Bennett. 
1901-02.    "The  Problems  of  Democracy."  (Six  Lectures) 
Albion  W.  Small,  University  of  Chicago. 
"Russia." 

Newton  C.  Dougherty. 
"England." 

Edward  O.  Sisson. 


Public  Lectures  155 

"Japan:  History  and  Scenery." 

Charles  T.  Wyckoff. 
"Japan;  Social  and  Industrial  Life." 

Charles  T.  Wyckoff. 
1902-03.     "The  City  Beautiful."     (Six  Lectures). 

Charles  Zeublin,  University  of  Chicago. 
"The  Philippines." 

George  A.  Zeller. 
"A  Day  in  Ancient  Rome." 

Theodore  C.  Burgess. 
"A  Day  in  Ancient  Athens." 

Theodore  C.  Burgess. 
"Breakfast  Foods." 

Gertrude  Coburn. 
"Economical  Cooking." 

Gertrude  Coburn. 
1903-04.     "Wrought  Iron  Work  of  the  Middle  Ages." 

Charles  A.  Bennett. 
"Clouds — Their  Beauties  and  Their  Terrors." 

Clarence  E.  Comstock. 
"Relation  of  Chemistry  to  Industrial  Progress." 

George  C.  Ashman. 
"Men  Who  Made  the  Nation."    (Six  Lectures) 

Edwin  E.  Sparks,  University  of  Chicago. 
1904-05.     "Bread  Making." 

Alice  D.  Feuling. 
"Robert  Louis  Stevenson." 

Mary  D.  Spalding. 
"Bacteria  in  Daily  Life." 

Wales  H.  Packard. 


156  Vbe  First  Decade 

"Men  Who  Made  the  Nation."    (Six  Lectures) 

Edwin  E.  Sparks,  University  of  Chicago. 
1905-06.     "The    Evolution    of    the    Christian    Church 
Building." 

Charles  A.  Bennett. 
"The  Composition  of  the  Atmosphere." 

George  C.  Ashman. 
"Berlin." 

Helen  Bartlett. 
"The  Slavic  World."     (Six  Lectures). 

Edward  A.  Steiner,  Iowa  College. 
1906-07.     "The  Making  of  a  Great  Newspaper." 

Richard  Henry  Little,  Chicago. 
"The  Value  of  Mathematics  to  Practical  Life." 

Clarence  E.  Comstock. 
"Starved  Rock  and  the  Canyons  of  the  Illinois." 

Charles  T.  Wyckoff. 
"The  Ring  and  the  Book." 

Margaret  McLaughlin. 
"American  Literature."     (Six  Lectures). 

Harry  G.  Paul,  University  of  Illinois. 


Graduates  of  Bradley  Polytechnic  Institute 

1898 

Unland,  Corinne  C.  (Mrs.  James  H.  Anderson), 
Box  810,  Houston,  Texas. 
Literature  ;  University  of  Chicago,  1898-9.     Teacher,  1899-1900. 

1899 
Anderson,  James  H.,  Box  810,  Houston,  Texas. 

Science;  Winner  University  of  Chicago  Scholarship;  University  of 
Chicago,  1899;  Chemist,  Industrial  Cotton  Oil  Co.,  of  Texas,  1900— 

Lyon,  Charles  H.,  206  Culter  St.,  Peoria. 

Classics;  Winner  University  of  Chicago  Scholarship;  Student  in 
Mechanical  Engineering,  Y.  M.  C.  A.  School,  Peoria,  1904-5;  City 
Electrician,  Peoria,  1905— 

1900 

Crofoot,  Marguerite  (Mrs.  C.  C.  Leffingwell), 

85  Park  Ave.,  Passaic,  N.  J. 

Classics;  Winner  University  of  Chicago  Scholarship;  University  of 
Chicago,  1900-2,  A.  B.,  ibid.,  1902,  Honorable  Mention;  Teacher, 
Peoria  Schools,  1902-3;  Assistant  in  Greek  and  Latin,  Bradley  Institute, 
1903-6. 

Dexter,  John  R.,  Ardmore,  Okla. 

Literature;  University  of  Chicago,  1900-2,  Ph.  B.,  ibid.,  1902; 
President  Indiahoma  Trust  Co.,  Ardmore,  Okla. 

Hood,  Florence  (Mrs.  H.  M.  Solenberger)  , 

221  College  St.,  Springfield. 

Classics;  Winner  University  of  Chicago  Scholarship;  University  of 
Chicago,  1900-2;  A.  B.,  ibid. ,IQQ2\  Registrar  Chicago  Bureau  of  Chari- 
ties, 1903-4. 

Leffingwell,  Clarence  C,  416  W.  13th  St.,  New  York. 

Literature;  University  of  Chicago,  1901-2;  Ph.  B.,  ibid.,  1902; 
Assistant  in  Greek  and  Latin,  Bradley  Institute,  1901-3;  Private  Tutor, 
1903-4;  Manager  News-stand  Circulation  Collier's  Weekly,  1904— 

*Nelson,  Carl  G., 

Classics;  Augustana  College,  Rock  Island,  1900,  1902-3;  B.  D.  and 
M.  A.,  ibid.,  1903;  University  of  Chicago,  1901-2;    called   to  a  church 
in  Manson,  Iowa. 
*Died,  1905.  { 157) 


158  Vhe  First  Tiecade 

Page,  Roy,  San  Cristobal,  Cuba. 

Science;  Cornell  University,  1900-1;  Business,  Chicago,  1902-6; 
Engaged  in  fruit  culture,  San  Cristobal,  Cuba. 

Parker,  Marguerite  (Mrs.  Frank  L.  Hinman), 

Tremont. 

Science;  University  of  Chicago,  1900-2,  B.  S.,  1902;  Teacher  in 
Peoria  Schools,  1902-4. 

Rice,  Mary  Virginia,  921  21st  St.,  Rock  Island. 

Literature;  University  of  Michigan,  1900-2,  A.  B.,  ibid.,  1902; 
Teacher,  Peoria  Schools,  1903-6;  Student,  University  of  Chicago,  Sum- 
mer, 1906;  Teacher,  Rock  Island  High  School,  1906— 

Banner,  Laura  E.  (Mrs.  Robt.  Parker), 

1738  Clarkson  St.,  Denver,  Colo. 
Literature;   Teacher,  Wyoming,  111.,  Schools,  1900-2. 

Smith,  Ralph  H.,  26  Lorain  Block,  Lorain,  Ohio. 

Classics;  University  of  Chicago,  1900-3,  A.  B.,  ibid.,  1902;  Starling 
Medical  College,  1903-5,  M.  D.,  ibid.,  1905;  Interne,  St.  Francis  Hos- 
pital, Columbus,  1905-6;  Physician,  Lorain,  Ohio,  1906— 

Warbeke,  John  M.,  Williamstown,  Mass. 

Classics;  Princeton  University,  1901-3,  A.  B.,  ibid.,  1903;  Univer- 
sity of  Leipsic,  and  travel  in  Europe,  1903-6;  Ph.  D.,  ibid.,  1906;  In- 
structor in  German,  Williams  College,  1906— 

1901 
Brubaker,  Harold  C,  6542  Ellis  Ave.,  Chicago. 

Classics;  Winner  University  of  Chicago  Scholarship;  University  of 
Chicago,  1901-3,  A.  B.,  ibid.,  1903;  Western  Electric  Co.,  Indianapolis, 
1903-6;  ibid.,  Chicago,  1906-7;  Goodman  Manufacturing  Co.,  Chicago, 
1906— 

Fuller,  Walter, 

U.  S.  Gypsum  Co.,  1158  S.  Roby  St.,  Chicago. 

Science;  University  of  Chicago,  1901,  S.  B.,  ibid.,  1904;  Student 
Laboratory-Inspector,  ibid.,  1901-4;  Chemist,  Kennicott  Water  Softener 
Co.,  Chicago,  1905-6;  Chemist,  Glucose  Sugar  Refining  Co.,  Pekin, 
1906;  U.  S.  Gypsum  Co.,  Chicago,  1907— 

Geiger,  Mabel  L.,  1120  Perry  Ave.,  Peoria. 

Classics;  University  of  Illinois,  1901-3;  B.  L.  S.,  ibid.,  1903; 
Teacher  Peoria  Schools,  1903— 


Graduates  159 

Kelly,  Mildred  (Mrs.  Wm.  J.  Anicker), 

Morris,  Okla. 

Literature;  Mt.  Holyoke,  1902-3. 

MacClyment,  George  R., 

419  Observatory  Bldg.,  Peoria. 

Science;  University  of  Chicago,  1901-3;  Assistant  Cashier  of  Bank, 
Scott,  Wrigley  &  Hammond,  Wyoming,  1903-7;  Assistant  Manager, 
Lydia  Bradley  Estate,  1907— 

Olmstead,  Maud  C.  (Mrs.  E.  V.  Lawrence), 

611  W.  Stoughton  St.,  Urbana. 
Science;  Assistant  in  Sewing,  Bradley  Institute,  1901-5. 

Porter,  Albert  L.,  Brookfield. 

Science;  Student  in  Correspondence  Course  in  Architecture, 
Chicago,  1901;  Mechanical  Draftsman,  Chicago;  Designer,  Water 
Softening  Machinery,  1904-5;  Engineering  Department,  Fairbanks, 
Morse  Co.,  Chicago,  1906— 

SwANSON,  E.  Adelia,  Manning,  Iowa. 

Literature;  Winner  University  of  Chicago  Scholarship;  University  of 
Chicago,  1901-2;  Ph.  B.,  ibid.,  1902;  Teacher  of  German  and  English, 
High  School,  Indianola,  Iowa,  1902-3;  Teacher  of  German,  High 
School,  Owatonna,  1903-7;  Teacher  of  German  and  Principal  of  High 
School,  Manning,  Iowa,  1907— 

Tracy,  Annie  C,  313  Callender  Ave.,  Peoria. 

Literature;  Teacher,  Peoria  Schools,  1901— 

Weirick,  Elizabeth  S.,  Ferry  Hall,  Lake  Forest. 

Literature;  University  of  Chicago,  1901-3;  B.  S.,  ibid.,  1903;  In- 
structor in  Chemistry,  Pratt  Institute,  Brooklyn,  N.  Y.,  1903-7;  In- 
structor in  Science,  Ferry  Hall,  Lake  Forest,  111.,  1907 — 

1902 
Bennett,  Frank  W., 

Rose  Polytechnic  Institute,  Terre  Haute,  Ind. 

Literature;  Winner  University  of  Chicago  Scholarship;  University 
of  Chicago,  1902-3;  A.  B.,  ibid.,  1903,  Honorable  Mention;  Instructor 
in  English  and  German,  Rose  Polytechnic  Institute,  Terre  Haute,  1904— 

Brubaker,  William  C,  6542  Ellis  Ave.,  Chicago 

Science;  Armour  Institute  of  Technology,  1902-6,  B.  S.,  ibid.,  1906, 
White  Scholarship,  1905;  Engineer  with  Pullman  Co.,  Chicago,  1906— 


160  Vhe  First  T>ecade 

Hancock,  Tracy  M.,  Lacon. 

Science;  Business  in  Lacon,  1902 — 

Kellogg,  Anne  A.,  1017  State  St.,  Peoria. 

Literature;  Winner  University  of  Chicago  Scholarship;  University 
of  Chicago,  1902-3;  Ph.  B.,  tdid.,  1903;  Honorable  Mention  in  English; 
Graduate  Student,  University  of  Chicago,  Summer,  1905;  Teacher  of 
German  and  English,  High  School,  Marquette,  Mich.,  1903-5;  Teacher 
of  German  and  English,  High  School,  Peoria,  1905 — 

KiRTLEY,  Luther  L., 

123  S.  Fifth  St.,  E.  Salt  Lake,  Utah. 

Science;  Marietta  College,  1900-1;  University  of  Chicago,  1902-3; 
B.  Sc,  tdid.,  1903;  Engineer,  Eveleth,  Minn.,  1903-5;  University  of 
Chicago,  Winter  and  Spring,  1905;  University  of  Wisconsin,  1905-6; 
School  of  Mines,  Columbia  University,  1906-8;  To  receive  degree  of 
E.  M.,  1908. 

Merrell,  Morton  W.,     819  Garfield  Place,  Evanston. 

Classics;  Northwestern  University,  1902-4;  A.  B.,  idid.,  1904; 
Garrett  Institute,  1904-8;  Pastor,  M.  E.  Church,  Sheffield,  111.,  1906— 

SwEETSER,  Irving  J.,      1421  15th  Ave.,  Seattle,  Wash. 

Classics;  with  Phil  Sheridan  Mining  Co.,  Washington,  1902-4; 
Standard  Oil  Co.,  Peoria,  1905-7;  Montana  St.  Mill  Co.,  Seattle,  Wash., 
1907- 

Thomas,  George  Earl,       608  Wisconsin  Ave.,  Peoria. 

Classics;  Business,  Peoria,  1902 — 

Wells,  Edgar  B.,  Thomson. 

Science;  University  of  Chicago,  1902-4;  Ph.  B.,  idid.,  1904;  Princi- 
pal of  High  School,  Delavan,  1905-6;  Teacher  of  Science,  Township 
High  School,  Pontiac,  1906-7;  State  Teacher's  Certificate  for  Illinois, 
1906;  Superintendent  of  Schools,  Thomson,  111.,  1907— 

1903 
Ballance,  Willis  H.,  216  Randolph  Ave.,  Peoria. 

Science;  Cornell  University,  1903-6;  B.  S.,  idid.,  1906;  with  Weston 
MottCo.,  Flint,  Mich.,  1906-7. 

Bell,  Marcia,  (Mrs.  Thomas  R.  Blair), 

209  Perry  Ave.,  Peoria. 
Literature. 


Graduates  161 

BouRLAND,  Julia  P.  (Mrs.  Arthur  Clark), 

511  Ellis  Street,  Peoria. 

Literature;  Smith  College,  1903-5;  A.  B.,  ibid.,  1905;  Instructor  in 
Biology,  Bradley  Institute,  1905-6. 

Brown,  Deloss  S.,  99  Barker  Ave.,  Peoria. 

Mechanic  Arts;  Business,  Peoria,  1903— 

Calvert,  Maude,  1630  13th  Ave.,  Seattle,  Wash. 

Literature;  University  of  Chicago,  1903-4;  Ph.  B.,  ibid  ,  1904; 
Teacher,  Peoria  Schools,  1904-5;  Teacher  of  French,  High  School, 
Seattle,  1905— 

CowELL,  Mark  W.,  221  Crescent  Ave.,  Peoria. 

Science;  University  of  Michigan,  1903-6;  A.  B.,  ibid.,  1906;  with 
Avery  Co.,  Peoria,  1906— 

CuTRiGHT,  Sidney  B.,  313  Barker  Ave.,  Peoria. 

Classics;  Business,  Peoria,  1903 — 

Durham,  Margaret  L.,  306  N.  Glen  Oak  Ave.,  Peoria. 

Literature;  Teacher,  Peoria  Schools,  1904 — 

DuRLEY,  Elizabeth  R.,     1825  7th  St.,  Des  Moines,  la. 

Literature;  Winner  University  of  Chicago  Scholarship;  University 
of  Chicago,  1903-4;  Teacher,  Des  Moines,  Iowa,  1905 — 

Faville,  Mildred,  Appleton,  Wis. 

Literature;  University  of  Chicago,  1903-5;  Ph.  B.,  ibid.,  1905; 
Teacher,  Peoria  Schools,  1905-7. 

Graber,  Lottie  A.,  1224  Seventh  Ave.,  Peoria. 

Classics;  Winner  University  of  Chicago  Scholarship;  University  of 
Chicago,  1903-5;  A.  B.,  ibid.,  1905.  Teacher,  High  School,  Knoxville, 
1905-7. 

Harper,  Mary  J.  (Mrs.  Henry  H.  Lane)  ,  Norman,  Okla. 

Science;  University  of  Chicago,  Summer,  1901,  1904-5;  B.  S.,  ibid., 
1905;  Scholarship  in  Zoology,  ibid.',  Assistant  in  Science,  Bradley 
Institute,  1903-4;  Teacher,  Peoria  Schools,  1905. 

JoBST,  Nettie,  511  N.  Madison  Ave.,  Peoria. 

Science,  travel  in  Europe,  Summer,  1905. 


162  The  First  T>ecaJe 

Joseph,  Don  R.,  Rockefeller  Institute,  New  York. 

Science;  Holder  of  Special  Scholarship,  University  of  Chicago; 
University  of  Chicago,  1903-4;  B.  S.,  tdtd,,  1904,  Honorable  Mention; 
Brainard  Medal  in  Anatomy,  idid.,  1904;  St.  Louis  University,  1904-7; 
M.  S.,  ibid.,  1906;  M.  D.,  idid.,  1907;  Assistant  in  Physiology,  Medical 
Department,  ibid.,  1904-7;  Professor  of  Physiology,  St.  Louis  Dental 
College,  1906-7;  Research  Fellowship,  Rockefeller  Institute  for  Medical 
Research,  New  York  City,  1907—.  Publications,  "Effects  of  Intrave- 
nous injection  of  Pork-bone  Marrow  on  the  Blood-pressure,"  American 
Journal  of  Physiology;  *  'The  Influence  of  Organ-extracts  of  Cold-blooded 
Animals  on  the  Blood-pressure,"  Journal  of  Physiology ,  London,  Jour- 
nal of  Experimental  Medicine;  "The  Influence  of  Vagus  Stimulation 
upon  the  Development  of  Rigor  in  the  Heart,"  (In  press).  "The  Re- 
lation of  the  Heart-weight  to  the  Body- weight  in  Animals,"  (In  press). 
"The  Comparative  Toxicity  of  the  Chlorides  of  Magnesium,  Calcium, 
Potassiuni  and  Sodium,"  (In  press). 

PiNGER,  George  C,  Youngfstown,  O. 

Engineering;  Cornell  University,  1903-5;  M.  E.,  ibid.,  1905;  Junior 
Member  American  Society  of  Mechanical  Engineers;  Draftsman,  Snow 
Steam  Pump  Co.,  Buffalo,  N.  Y.,  1905-6;  Struthers  Well  Co.,  Warren, 
Pa.,  1906;  Wm.  Tod  Co.,  Youngstown,  O.,  1906— 

Rice,  Montgomery  G.,  205J  Madison  St.,  Peoria. 

Literature;  University  of  Michigan,  1903-6;  LL.  B.,  ibid.,  1906; 
Admitted  to  Michigan  Bar,  1906;  Admitted  to  Illinois  Bar,  1906; 
Lawyer. 

Rider,  Georgia,  Pekin. 

Literature;  Teacher,  Tremont,  111.,  1904;  Havana,  111.,  1906;  Stu- 
dent, University  of  Chicago,  Summer,  1907 — 

ScHiMPFF,  Oscar  J.,  745  Pennsylvania  Ave.,  Gary,  Ind. 

Engineering;  Assistant  City  Electrician,  Peoria,  1903-5;  Chief  En- 
gineer and  Electrician,  Buckeye  Powder  Co.,  Edwards,  111.,  1905;  with 
Mills  Electric  Company,  1906-7;  Manager  Electric  Department  for 
Wheelock  &  Co.,  1907-8;  with  U.  S.  Steel  Corporation,  Gary,  Ind. 

ScuLLiN,  Bertha  M.,  714  Bryan  St.,  Peoria. 

Classics;  Winner  University  of  Chicago  Scholarship;  Assistant  in 
Sewing,  Bradley  Institute,  1903-5;  University  of  Chicago,  Summer, 
1904,  1905-6;  A.  B.,  ibid.,  1906;  Assistant  in  Domestic  Science,  Bradley 
Institute,  1906— 


Graduates  163 

SCHUREMAN,  MaRY  O.    (MrS.  GeORGE  F.  ImIG)  , 

1223  N.  Sixth  St.,  Sheboygan,  Wis. 
Literature;  Smith  College,  1904-6;  A.  B.,  idid.,  1906. 

Seaton,  Edith  M.,  747  Jackson  St.,  Peoria. 

Classics;  Teacher,  Peoria  Schools,  1903 — 

Stock,  Edward  F.,  506  Sanford  St.,  Peoria. 

Science;  Clerk,  T.  P.  &  W.  R.  R.  Office,  1903-6;  Freight  Account- 
ant, idid.,  1906— 

Stowell,  Laura  A.,    2940  Oakes  Ave.,  Everett,  Wash. 

Science;  Teacher  Domestic  Economy,  High  School,  Calumet,  1903-7; 
Everett  Wash.,  1907— 

Summers,  Lillian  M.,  (Mrs.  John  B.  Tansil), 

1017  Willett  Ave.,  Memphis,  Tenn. 

Classics;  Northwestern  University,  1903-4;  Vanderbilt  University, 
1904-5;  A.  B.,  Northwestern  University,  1905;  Teacher,  Peoria  Schools, 
1905-8. 

Tjaden,  Hertha  M.,  205  S.  Underhill  St.,  Peoria. 

Literature;  Teacher's  Certificate  in  Domestic  Economy,  Bradley 
Institute,  1906;  Teacher,  Domestic  Science,  Peoria  Schools,  1906-7; 
Director  of  Domestic  Science,  Y.  W.  C.  A.,  Rockford,  111.,  1907; 
Teacher,  Public  Schools,  Peoria,  1908— 

West,  Victor  J.,  1030J  S.  Flower  St.,  Los  Angeles,  Cal. 

Literature;  University  of  Chicago,  1904-5;  Ph.  B.,  idid.,  1905;  In- 
structor in  English,  Bradley  Institute,  1905-6;  Secretary,  Briggs  Real 
Estate  Co.,  Los  Angeles,  Cal.,  1906-8. 

1904 

Belsley,  Ray  J.,  1405  N.  Jefferson  Ave.,  Peoria. 

Engineering;  Business,  Peoria,  1904 — 

Benton,  Charles  K.,  207  Crescent  Ave.,  Peoria. 

Science;  Dartmouth  College,  1904-6;  B.  S.,  idid.,  1906;  Honorable 
Mention  in  Economics;  Phi  Beta  Kappa;  Business,  Peoria,  1906— 

Bruninga,  John  H., 

U.  S.  Patent  Office,  Washington,  D.  C. 
Engineering;  Laboratory  Aid,  Bureau  of  Standards,  Washington, 
D.  C,  1904-5;  Draftsman,  U.  S.  Navy  Yard,  1905;  Special  Student  in 
Electrical  Engineering,  George  Washington  University,  1904-6;  Assist- 
ant Examiner,  U.  S,  Patent  Office,  1905— 


164  Vhe  First  T>ecade 

CuTRiGHT,  Lois  I.,  Salina,  Kansas. 

Literature;  Teacher,  1904-6;  University  of  Chicago,  1906-7;  Ph.  B., 
1907;  Teacher,  High  School,  Salina,  Kansas,  1907— 

Elsbree,  Florence  A.  (Mrs.  J.  O.  Chambers), 

Pierson. 

Classics;  University  of  Chicago,  1904;  Shurtleff  College.  1904-5; 
A.  B.,  ibid.,  1905;  Head  of  Language  Department,  Greer  College, 
1905-6;  Special  Teacher  at  Harrison  School,  Peoria,  1906-7. 

Evans,  Rolla,  Q.,  1400  K.  St.,  N.  W.,  Washington,  D.  C. 

Science;  Harvard  University,  1904-6;  Architectural  Draftsman  with 
Carrere  &  Hastings,  of  New  York  City,  1906— 

Gorsline,  William  W., 

621  Washington  St.,  Burlington,  Iowa. 

Science;  University  of  Chicago,  Summer,  1904;  Graduate  Student, 
Bradley  Institute,  1904-5;  University  of  Chicago,  Summer  and  Fall, 
1905;  Summer,  1907;  B.  S.,  ibid.,  1907;  Instructor  in  Mathematics, 
High  School,  Goshen,  Ind.,  1905-7;  Instructor  in  Senior  Mathematics, 
High  School,  Burlington,  Iowa,  1907 — 

Grigsby,  Harry  D.,   518  Monroe  St.,  Topeka,  Kansas. 

Science;  University  of  Illinois,  1904-6;  B.  S.,  ibid.,  1906;  Assistant 
City  Engineer,  Santa  Anna,  California,  1906-7;  Chemist,  C.  R.  I.  &  P. 
R.  R.,  1907— 

Heckman,  Lillian  S.  (Mrs.  W.  R.  Pool), 

Seattle,  Wash. 
Science;  University  of  Chicago,  1904-6;  Ph.  B.,  ibid.,  1906. 

Helmbold,  Ida  J.,  711  North  St.,  Peoria. 

Classics;  Teacher,  Peoria  Schools,  1904 — 

Mayer,  Simon,  1238  N.Alabama  St.,  Indianapolis,  Ind. 

Classics;  University  of  Chicago,  1904-5;  A.  B.,  ibid.,  1905;  Engi- 
neering Department,  C.  &  N.  W.  R.  R.,  Pierre,  S.  D,,  1905-7;  In- 
structor, Manual  Training,  Indianapolis,  Ind.,  1907 — 

Miller,  Charles  W.,  601  First  Ave.,  Peoria. 

Literature;  University  of  Michigan  (Medical  School),  1904-8;  A.B., 
ibid.,  1906;  to  receive  degree  of  M.  D.,  1908;  appointed  interne  at 
Allegheny  General  Hospital,  Pittsburg,  Pa. 


Graduates  165 

Morgan,  Harry  D.,  6020  Ellis  Ave.,  Chicago. 

Classics;  Winner  University  of  Chicago  Scholarship;  University  of 
Chicago,  1904-6;  A.  B.,  ibid,,  1906;  Honorable  Mention  for  work  in 
Senior  College;  Phi  Beta  Kappa;  University  of  Chicago  Law  School, 
1906— 

Neei",  Francis  J., 

22  North  Hall,  University  of  Chicago,  Chicago. 

Literature;  University  of  Chicago,  1904-5;  Ph.  B.,  ibid.,  1905;  Uni- 
versity of  Lausanne  and  travel  in  Europe,  1905-6;  University  of  Berlin, 
Summer  Semester,  1906;  University  of  Berlin,  Winter  Semester,  1906-7; 
University  of  Leipsic,  Summer  Semester,  1907;  Graduate  Student, 
University  of  Chicago,  1907-8;  Fellow  in  German,  ibid.,  1907-8. 

Olmstead,  Ralph  W.,  806  N.  53rd  Ave.,  Austin. 

Science;  with  Bartlett,  Frazier  &  Carrington,  Chicago,  1900 — 

Paul,  Joseph  W.,  Watseka. 

Engineering;  Assistant  in  Manual  Training,  Rockford  Schools, 
1904-7;  Instructor  in  Mechanical  Drawing,  Y.  M.  C.  A.  Night  School, 
1905-6;  Graduate  Student,  Manual  Training,  Bradley  Institute,  1907-8. 

Ritchie,  VoNNA  V.  (Mrs.  Deloss  S.  Brown), 

99  Barker  Ave.,  Peoria. 
Science;  James  Millikin  School  of  Music,  Decatur,  111.,  1904-5. 

Rockwell,  Iva  F.,       117  W.  Armstrong  Ave.,  Peoria. 

Classics;  Winner  of  University  of  Chicago  Scholarship;  University 
of  Chicago,  1904-6;  A.  B.,  ibid.,  1906,  Honorable  Mention,  Member 
University  Council;  Assistant,  Ancient  Languages,  Bradley  Institute, 
1906— 

Rogers,  Lulu  E.  (Mrs.  Otto  W.  Boers),    Chillicothe. 

Science;  Teacher,  Peoria  Schools,  1905. 

Speck,  Charles  H.,  6031  Ellis  Ave.,  Chicago. 

Engineering;  Business,  Peoria,  1904-6;  University  of  Chicago  Law 
School,  1906—  To  receive  degree  of  Ph.  B.,  1908. 

Stemm,  Josephine  A.,  514  St.  James  St.,  Peoria. 

Literature;  Teacher,  Peoria  Schools,  1904 — 

Vance,  Myra  L.,  172  Institute  Place,  Peoria. 

Literature;  Teacher,  Peoria  Schools,  1907 — 


166  "^he  First  T>ecade 

Wilson,  Edna  L.,  701  Maple  Ave.,  Oak  Park. 

Literature;   Teacher,  Oak  Park,  111.,  I90S-7. 

1905 

Armstrong,  John  E,. 

Phi  Gamma  Delta  Lodge,  Ithaca,  N.  Y. 
Engineering;  Cornell  University,  1905— 

Bartley,  Joseph  F., 

514  Cheever  Court,  Ann  Arbor,  Mich. 

Literature;  Law  Department  University  of  Michigan,  1906—  To 
receive  degree  of  LL.  B.,  in  June,  1908. 

Becht,  Frank  C,  5426  Lexington  Ave.,  Chicago. 

Literature  and  Science;  Winner  University  of  Chicago  Scholarship; 
University  of  Chicago,  1905-6;  Fellowship  in  Physiology,  ibid.,  1906-7; 
Assistant  in  Physiology,  ibid.,  1907-8;  Member  of  Sigma  Chi.  Publica- 
tions, American  Journal  of  Physiology,  "The  Relation  between  the 
Blood  Supply  to  the  Submaxillary  Gland  and  the  Character  of  the 
Chorda  and  the  Sympathetic  Saliva;**  "Mechanism  by  which  Water  is 
Eliminated  in  the  Active  Salivary  Glands;"  "The  Effect  of  Head  upon 
Animal  Tissue  with  special  reference  to  Nerves." 

BouRLAND,  Frederick  B.,  624  N.  Elizabeth  St.,  Peoria. 

Engineering;  Printing  Business,  1905;  Engineering  Department, 
Briggs  Real  Estate  Co.,  Los  Angeles,  Cal.,  1906-7;  Printing  Business, 
Peoria,  1907— 

Brisley,  Mabel  L.,  416  Windom  St.,  Peoria. 

Literature;  Normal  Training  Class,  Peoria  High  School,  1906-7; 
Teacher,  Peoria  High  School,  1906—  Correspondence  Courses,  Eng- 
lish, French  and  History,  University  of  Chicago. 

Cation,  Jennie  G.,  605  Bradley  Ave.,  Peoria. 

Literature;  Teacher's  Certificate  in  Domestic  Economy,  Bradley 
Institute,  1906;  Assistant  in  Domestic  Economy,  Lincoln  Centre, 
Chicago,  Oct.,  1906,  to  January,  1907;  Manager's  Assistant  at  the  Home 
Delicacies  Association,  Chicago,  Jan.  1907;  Teacher,  Home  Economics, 
Loring  School  and  Kenwood  Institute,  Chicago,  1907 — 

Cooper,  Marilla  E.,  415  Barker  Ave.,  Peoria. 

Literature;  Oberlin  College,  1905-7;  A.  B.,  ibid.,  1907;  Teacher, 
High  School,  Wyoming,  111.,  1907 — 


Graduates  1 67 

Copes,  Katherine,  Delavan. 

Science;  Teacher  in  Tazewell  County  Schools,  1905-6;  Teacher, 
Delavan,  1906— 

CuTRiGHT,  Florence  A.,  Louisiana,  Mo. 

Classics;  Winner  University  of  Chicago  Scholarship;  University  of 
Chicago,  1905-6;  A.  B.,idici.,  1906;  Honorable  Mention,  z'did.;  Teacher 
of  Latin  and  English,  Public  Schools,  Louisiana,  Mo.,  1907— 

Dickson,  Victor  H.,  1411  Knoxville  Ave.,  Peoria. 

Engineering;  Massachusetts  Institute  of  Technology,  1905-7;  B.Sc, 
idzd.y  1907;  with  Dickson  &  Co.,  Peoria,  1907— 

Edwards,  Neta  G.,  5642  Madison  Ave.,  Chicago. 

Literature;  University  of  Chicago,  1905-7;  Ph.  B.,  ibid.,  1907; 
Teacher,  High  School,  Watseka,  111.,  1907— 

Hale,  Vera  H.,  6501  Kimbark  Ave.,  Chicago. 

Classics;  Teacher,  Mapleton,  1905-6;  University  of  Chicago,  Sum- 
mer, 1906;    Teacher,  Dolton,  1906— 

Heyle,  Essie  M.,  127  Elmwood  Ave.,  Peoria. 

Science;  Certificate  in  Domestic  Economy,  Bradley  Institute,  1906; 
Teacher,  Domestic  Economy,  Bacon  Mission,  Peoria,  1906;  Student, 
Simmons  College,  Boston,  1906-7;  Teacher  of  Domestic  Science,  Pub- 
lic Schools,  Kansas  City,  Mo.,  1907— 

Kanne,  Verona  E.,  1119  Trenton  St.,  Los  Angeles,  Cal. 

Literature;  Teacher,  Peoria  Schools,  1905-6;  Teacher,  Domestic 
Science,  Los  Angeles,  Cal.,  1906 — 

Keithley,  Giles  E.,  1601  Knoxville  Ave.,  Peoria. 

Science;  Lake  Forest  University,  1905-7;  A.  B.,  idid.,  1907. 

Lagergren,  Gustaf  p., 

89  Middle  Divinity,  University  of  Chicago,  Chicago. 

Literature;  Draftsman  Illinois  Steel  Bridge  Co.,  Jacksonville, 
1905-6;  University  of  Chicago,  1906;  Draftsman,  Lyon  &  Healy,  Chicago, 
April  to  October,  1907;  Senior  College  Scholarship,  University  of 
Chicago,  1907;  to  receive  A.  B.,  1908. 

Lynch,  Ralph  A.,  515  Illinois  Ave.,  Peoria. 

Engineering;  University  of  Illinois,  1905—;  To  receive  degree  of 
A.  B.,  1908. 


168  The  First  T>ecade 

Osborne,  Isabel  M.,  1103  Perry  Ave.,  Peoria. 

Literature;  Student,  Domestic  Science,  Bradley  Institute,  and  Uni- 
versity of  Illinois,  1906 — 

Straesser,  Mabel  S.,     1000  N.  Glendale  Ave.,  Peoria. 

Science;  Teacher,  Peoria  Schools,  1905 — 

1906 
Buckley,  Miriam  E.,  308  N.  Orange  St.,  Peoria. 

Literature;  Graduate  Student,  Bradley  Institute,  1906-7;  Teacher, 
Peoria  Schools,  1907— 

Colby,  Henry  H.,  1107  Fourth  Ave.,  Moline,  111. 

Science;  Machinist,  Granville,  1906;  Ottawa,  1907;  Die  Maker, 
Moline,  1908— 

Collins,  Beryl  B.,        514  Cheever  Court,  Ann  Arbor. 

Science;  Law  Department  University  of  Michigan,  1906—;  Com- 
pletes Law  Course,  1908. 

CowELL,  Joseph  G.,  221  Crescent  Ave.,  Peoria. 

Science;  Graduate  Student,  Bradley  Institute,  1906-7;  University 
of  Illinois,  1907— 

Doubet,  Mary  D.,  107  Bigelow  St.,  Peoria. 

Classics;  Teacher,  Peoria  Schools,  1906— 

Ellis,  Eleanor,  162  N.  Greenwood  Ave.,  Peoria. 

Literature;  Winner  University  of  Chicago  Scholarship;  Graduate 
Student  in  Domestic  Economy,  Bradley  Institute,  1906-7;  Teacher  of 
Cooking  and  Sewing,  Public  Schools,  Kansas  City,  Mo.,  1907 — 

Farley,  Nellie  R.,  217  Missouri  Ave.,  Peoria. 

Literature;  University  of  Missouri,  1906 — 

Fast,  Byron  M.,     410  Chalmers  Ave.,  Champaign,  111. 

Science;  Teacher  of  Manual  Training,  Grand  Rapids,  Wisconsin, 
1906-7;  University  of  Illinois,  1907— 

Greves,  George  L.,  212  Wisconsin  Ave.,  Peoria. 

Science;  Graduate  Student  in  Chemistry,  Bradley  Institute,  1906-7; 
Teacher  of  Manual  Training,  Peoria  Public  Schools,  1907 — 


Qraduates  1 69 

Harris,  Joseph  W.,  Seward. 

Science;  Graduate  Student,  Bradley  Institute,  1906-7;  with  West- 
inghouse  Electric  Co.,  Pittsburg,  Pa.,  1907— 

Helmbold,  Jessie  T.,  711  North  St.,  Peoria. 

Science;  Teacher,  Peoria  Schools,  1906 — 

Hayes,  Vera  J.,  227  Missouri  Ave.,  Peoria. 

Literature;  Northwestern  University,  1906— 

Heyle,  Franklin  T.,  127  Elmwood  Ave.,  Peoria. 

Engineering;  University  of  Illinois,  1906 — 

Hunter,  Edith  A.,  103  Ayers  Ave.,  Peoria. 

Literature;  Teacher's  Certificate  in  Domestic  Economy,  Bradley 
Institute,  1906;  Teacher,  Carrollton,  111.,  1906-7;  Teacher,  Domestic 
Science,  Peoria  Public  Schools,  1907— 

Kendall,  J.  Orville,  1104  Fifth  Ave.,  Peoria. 

Science;  with  Avery  Company,  1906— 

KiRKPATRiCK,  Madge  I.,  608  N.  Jefferson  Ave.,  Peoria. 

Literature;  Graduate  Student  in  Domestic  Economy,  Bradley  In- 
stitute, 1906-7;  Teacher  of  Algebra  and  Domestic  Economy,  Pekin 
High  School,  Pekin,  111,,  1907— 

LuKENS,  John  E.,  126  S.  Ash  St.,  Ottumwa,  la. 

Science;  Teacher  of  Science,  High  School,  Chariton,  la.,  1906 — 

Lyding,  Harrison  A.,  6154  Ellis  Ave.,  Chicago. 

Science;  Winner  of  Chicago  Scholarship;  University  of  Chicago, 
1906-8;  Senior  College  Scholarship,  idid.,  1907-8;  B.  S.,  idid.,  1908. 

Mills,  Helen  S.,  2312  Calumet  Ave.,  Chicago. 

Science;  Graduate  Student  and  Assistant  in  Chemistry,  Bradley 
Institute,  1906-7. 

Neill,  Louis  A.,  1424  State  St.,  Milwaukee,  Wis. 

Engineering;  Draftsman,  American  Hardware  Co.,  Ottawa,  1906-7; 
with  Lake  Superior  &  Southern  R.  R.,  1907— 

Phillips,  Irejne  L.,  Delavan. 

Literature;  Graduate  Student,  Bradley  Institute,  1906-7;  Teacher, 
Stark,  111.,  1907— 


170  .  "Vhe  First  Tiecade 

R0CKWK1.L,  Floy  E.,  314  North  St.,  Normal,  111. 

Literature;  Illinois  Wesleyan  University,  1907— 

IShea,  Edna  E.,  335  Henry  St.,  Peoria. 

Literature;  Teacher,  Peoria  Schools,  1906 — 

SIMMS,  Frkd.  S.,  118  Pennsylvania  Ave.,  Peoria. 

Mechanic  Arts;  University  of  Illinois,  1906-7;  Business,  Peoria, 
1907- 

TiNKN,  Mary  E.,  211  Sumner  Ave.,  Peoria. 

Literature;  Teacher,  Peoria  Schools,  1906— 

Tobias,  Agnes  M.,  426  North  St.,  Peoria. 

Literature;  Teacher,  Special  Teacher  of  Drawing,  Glen  Oak 
School,  Peoria,  1906-7;  Student,  Summer  School,  Bradley  Institute, 
1907. 

Wright,  Lela  M.,  5602  Drexel  Ave.,  Chicago. 

Literature;  University  of  Chicago,  1906—   To  receive  Ph.  B.,  1908. 
TEACHER'S  CERTIFICATE. 

Davison,  Charles  R.,         5  Sybella  St.,  Bellevue,  Pa. 

Teacher  of  Manual  Training,  Allegheny,  Pa.,  1906-7;  Bellevue, 
Pa.,  1907— 

Goldsmith,  Maud,  208  S.  College  Ave.,  Bloomington,  Ind. 

Supervisor  of  Manual  Training,  in  Grade  Schools  and  High 
School,  Bloomington,  Ind.  1906, 

McNabney,  Charles,  1721  Boyelston  St.,  Seattle,  Wash. 

Teacher  of  Manual  Training,  Lincoln  High  School,  Seattle,  Wash., 
1906— 

Wright,  Mary  Alice,  1124  First  St.,  Springfield. 

Teacher  of  Manual  Training,  Teachers'  Training  School,  Spring- 
field, 1906-7;  Assistant  Supervisor  of  Manual  Training  and  Drawing, 
Public  Schools,  Bloomington,  Ind.,  1907— 

The  Certificate  in  Domestic  Economy  was  conferred  upon  Jennie 
E.  Cation,  Essie  M.  Heyle,  Edith  A.  Hunter  and  Hertha  Tjaden,  whose 
records  will  be  found  on  preceding  pages. 


Qraduates  171 

1907 
Baker,  Arthur  E.,  1212  S.  Adams  St.,  Peoria»- 

Science;  Medical  School,  University  of  Michigan,  1907 — 

CoAivE,  Wiiviyis  B.,  505  Bigelow  St.,  Peoria. 

Classics;  Teacher,  Tazewell  Co.,  1907— 

FEI.TGES,  Edna  M.,  521  New  York  Ave.,  Peoria. 

Literature;  Teacher,  Edelstein,  1907 — 

Grant,  Sara  J.,  412  Pennsylvania  Ave.,  Peoria. 

Literature;  Art  Institute,  Chicago,  1907 — 

Harte,  Louise  W.,  Minonk,  111. 

Literature;  Teacher,  Glasford,  111.,  1907— 

Hauk,  Grace  E.,  711  Seventh  Ave.,  Peoria. 

Classics;    Assistant  in   English   and    Library,    Bradley   Institute, 
1907— 

Hayward,  James  C,  409  Dechman  Ave.,  Peoria. 

Science;  Student,  Cornell  University,  1907 — 

Kellar,  Herbert  A.,        5700  Drexel  Ave.,  Chicago. 

Classics;  University  of  Chicago,  1907 — 

Miller,  Frederick  P., 

220  N.  Ingalls  St.,  Ann  Arbor,  Mich. 

Science;  Medical  School,  University  of  Michigan,  1907— 

O'Brien,  Edna  M.,  Morton,  111. 

Science. 

Patterson,  Laura  G.,  609  Bradley  Ave.,  Peoria. 

Literature;  Graduate  Student,  Bradley  Institute,  1907 — 

Rider,  Elizabeth,  Pekin. 

Literature;  Teacher,  High  School,  Chillicothe,  1907— 

Robinson,  Eulalia,  Goodfield,  111. 

Literature;  Teacher,  Goodfield,  1907— 

Ulrich,  Lena  S.,  323  Sixth  St.,  Peoria. 

Literature;  Mt.  Holyoke  College,  1907— 


172  '^he  First  T>ecade 

WooLrNER,  Rose., 

Kelly  Hall,  University  of  Chicago,  Chicago. 

Literature;  University  of  Chicago,  1907 — 

TEACHER'S  CERTIFICATE. 

Bowman,  Bertha  R.,  Mt.  Carroll,  111. 

Teacher  of  Domestic  Science  and  Assistant  in  English,  Frances 
Shimer  Academy,  Mt.  Carroll,  1907— 

Eivivis,  Eleanor,  162  N.  Glenwood  Ave.,  Peoria. 

Teacher  of  Domestic  Science,  Public  Schools,  Kansas  City,  Mo., 
1907-     (See  class  of  1906.) 

Francis,  Myrti^e  D.,  39  State  St.,  Chicago. 

Teacher  of  Domestic  Science,  Girls'  Industrial  School,  Evanston, 
Oct. -March,  1907;  Teacher,  School  of  Domestic  Arts  and  Science, 
Chicago,  March,  1907— 

KiRKPATiCK,  Madge  I.,    608  N.  Jefferson  Ave.,  Peoria. 

Teacher  of  Algebra  and  Domestic  Science,  Pekin,  111.,  1907 — 
(See  class  of  1906.) 

NeIvSON,  Alma  E.,  Stillwater,  Minn. 

Teacher  of  Manual  Training,  Valley  City,  N.  D.,  1907— 

Tefft,  Mary  E.,  (Mrs.  Charles  R.  Davison), 

5  Sybella  St.,  Bellevue,  Pa. 


Winners  of  University  of  Chicago  Scholarships  1 73 

Winners  of  University  of  Chicago  Scholarships. 

1899  James  H.  Anderson,  Charles  H.  Lyon. 

1900  Marguerite  Crofoot,    Florence  P.  Hood. 
Alternates, 

Clarence  C.  Leffingwell,   Mary  V.  Rice. 

1901  Harold  C.  Brubaker,  Adelia  Swanson. 
Alternates, 

Anna  C.  Tracy,  Elizabeth  Weirick. 

1902  Frank  W.  Bennett,  Anne  A.  Kellogg. 
Alternates, 

Luther  L.  Kirtley,  William  C.  Brubaker. 

1903  Bertha  M.  Scullin,  Lottie  A.  Graber. 

Don  R.  Joseph  (Special  Scholarship). 
Alternates, 

Elizabeth  R.  Durley,  Lillian  M.  Summers. 

1904  Iva  F.  Rockwell,  Harry  D.  Morgan. 
Alternates, 

Ida  J.  Helmbold,   Florence  A.  Elsbree. 

1905  Frank  C.  Becht,  Florence  A.  Cutright. 
Alternates, 

Frederick  B.  Bourland,  John  E.  Armstrong. 

1906  Eleanor  Ellis,  Harrison  A.  Lyding. 
Alternates, 

Floy  E.  Rockwell,  Lela  M.  Wright. 

1907  Grace  E.  Hauk,  Willis  B.  Coale. 
Alternates, 

Rose  Woolner,  Herbert  A.  Kellar. 


Graduates  of  the  Higher  Academy 


Science 
Cowell,  Mark  W. 
Harper,  Mary  J. 
Stock,  Edward  F. 

Classics 
Outright,  Sidney  B. 
Green,  Glenna  M. 
Scullin,  Bertha  M. 
Summers,  Lillian  M. 

Science 

Ballance,  Willis  H.  Jr. 
Benton,  Charles  K. 
Brown,  Deloss  S.  Jr. 
Gorsline,  William  W. 
Grigsby,  Harry  D. 
Jobst,  Nettie 
kenyon,  Eugene  C. 
Oakford,  William 

Engineering 
Belsley,  Ray  J. 
Bruninga,  John  H. 
Day,  Joseph 
Kraemer,  Frederick  J. 
Paul,  Joseph  W. 
Speck,  Charles  H. 


1901. 


1902. 


Literature 
Joseph,  Don  R. 
Rapp,  Bessie  M. 
Warren,  Marion  S, 

Mechanic  Arts 
Triebel,  Albert 


Classics 
Mayer,  Simon 

Literature 
Alexander,  Klea 
Bourland,  Julia  P. 
Outright,  Lois  L 
Durley,  Rey  E. 
Evans,  Rolla 
Faville,  Mildred 
Miller,  Charles  W. 
Schureman,  Mary  O. 
Szold,  Miriam 
West,  Victor  J. 

Mechanic  Arts 
Hammond,  Harry  0, 


{174) 


yJcademy  Qraduates 


175 


1903 


Science 
Becht,  Frank  C 
Heckman,  Lillian  S. 
Heyle,  Essie  M. 
Ritchie,  Vonna  M. 
Straesser,  Sara  M. 

Engineering 
Bourland,  Fred  B. 
Campbell,  Albert  D. 
Dickson,  Victor  H. 
Elliott,  Hiram  W. 
Lynch,  Ralph  A. 


Science 
Copes,  Katherine  E. 
Cowell,  Joseph  G. 
Dahlberg,  Francis  E. 

Elngineering 
Armstrong,  John  E. 
Colby,  Henry 
Heyle,  Frank  T. 
Hough,  William  S. 

Classics 
Evans,  Donald 
Literature 
Aylesworth,  Edla  J. 
Carson,  Bertha  A. 


1904 


Ward,  Harry  J. 

Classics 
Outright,  Florence  A. 

Literature 
Bartley,  Joseph  F. 
Cation,  Jennie 
Frank,  Marie 
Kanne,  Verona 
Lines,  Louise 
Neef,  Francis  J. 
Wilson,  Edna  L. 


Edwards,  Net  a  G. 
Farley,  Nellie  R. 
Harte,  Louise  W. 
Hayes,  Vera  J. 
Hunter,  Edith  A. 
Keene,  Florence  R. 
King,  Helen  L 
Lagergren,  Gustaf  P. 
Qakford,  Elizabeth  A. 
Smallenberger,  Leroy 
Wright,  Lela  M. 
Wright,  Ethel  W. 
Woodward,  Robert  S. 


176 


^he  First  T>eca<Ie 


1905 


Science 
Anicker,  Grace 
Bayne,  James  M. 
Davis,  Ruby  A. 
Mills,  Helen  S. 
O'Brien,  Edna  M. 
Wiley,  Don  F. 
Williams,  Herbert  L. 
Wilson,  Lois  A. 
Engineering 
Fast,  Byron  M. 
Frye,  Walter  R. 
Hakes,  Webster  H. 
Horton,  Phillip  Z. 
Neill,  Louis  A. 

Classics 
Ebaugh,  Flora  L. 
Hack,  James  L. 
Kellar,  Herbert  A. 

Science 
Baker,  Arthur  E., 
Campbell,  Exie 
Griffin,  Harry  K. 
Hay  ward,  James  C. 
Houghton,  Myrtle  J. 
Lynch,  Harold  W. 
Macdonald,  Alexander 
Miller,  Frederick  F. 


1906 


Levy,  Edith 
Meeker,  Maurice  S. 

Literature 
Baldwin,  Mildred  S. 
Block,  Anna  C. 
Clark,  Marie  V. 
Collins,  Beryl  B. 
De  Clark,  Bertha  R. 
Ditewig,  Coral  E. 
Grant,  Sarah  J. 
Lines,  Isabelle  S. 
Patterson,  Laura  G. 
Robinson,  Eulalia 
Ulrich,  Lina  S. 
Whiting,  Alida 
Mechanic  Arts 
Colby,  Irving  N. 
Simms,  Fred  S. 


Moss,  Mary  E. 
Van  Tassel,  Earl  W. 
Whiting,  William  T.,  Jr. 
Wood,  Ely  E. 

Engineering 
Johnston,  Maurice  E. 
Spurck,  Robert  M. 
Wenke,  John  F. 


Jlcademy  Qraduates 


177 


Literature 
Beecher,  Benjamin  S. 
Boniface,  Vivian 
Bunn,  Laura 
Camren,  Grace 
Cockle,  Kathleen 
Geach,  Laura  E. 
Grant  Martha  J. 
Morris,  Bessie  M. 
Rich,  Annie  J. 

Science 
Baumgartner,  Grover 
Benton,  Eldredge  M. 
Bohl,  Francis  J. 
Byron,  Lester  A. 
Camren,  Edna 
Causey,  Frederick  A. 
Fieselmann,  Sidney 
Fritze,  Lucius  A. 
Grimes,  Henry  H. 
Heckman,  Constance  C. 
Lee,  Grace  E. 
Lindeburg,  Frederick  G. 
Love,  Edith  B. 
Martin,  Helen  E. 
Plowe,  Robert 
Saal,  Grace 
Schweitzer,  Harry  E. 


1907 


Stevens,  Agnes  E. 
Straesser,  Clarence  W. 
Straesser,  Ethelyn  M. 
Streibich,  Anna  A. 
Woolner,  Rose 

Mechanic  Arts 
Canterbury,  Ross 
Craig,  Robert  C. 
Ferris,  Ralph  E. 
Lander,  Guy  R. 

Engineering 
Brown,  Claude  E. 
Cushing,  Edward  A. 
Hudson,  William  H., 
Mann,  Roberts  J. 

Literature 
Blair,  Alice  E. 
Edwards,  Edna  H. 
Faber,  Elizabeth  M. 
Hannam,  E.  Louise 
Houghton,  Ruth  H. 
King,  Marie  A. 
Kuhl,  Lora  A. 
Radley,  Olive  E. 
Sengenberger,  Ina  C. 
Stevens,  L  Silsby 
Ulrich,  Julia  M. 
Mechanic  Arts 
Tyson,  Roy  U. 
Werckle,  Frank  W. 


178  Vhe  First  T>ecade 

Winners  of  the  Institute  Scholarships. 

1901  Lillian  M.  Summers,  Mary  J.  Harper. 

Alternates, 

Bertha  M.  Scullin.    Glenna  M.  Green. 

1902  Julia  P.  Bourland,   Simon  Mayer. 

Alternates, 

Elizabeth  R.  Durley,  Nettie  Jobst. 

1903  Frank  C.  Becht,  Florence  A.  Outright. 

Alternates, 

Fred  B.  Bourland,  Francis  J.  Neef. 

1904  Robert  S.  Woodward,   Louise  W.  Harte' 

Alternates, 

John  E.  Armstrong,   Lela  M.  Wright. 

1905  Edith  Levy,  Lina  S.  Ulrich. 

Alternates, 

Ruby  A.  Davis,  Bertha  R.  DeClark. 

1906  Vivian  Boniface,  Kathleen  Cockle. 

Alternates, 

Martha  L  Grant,  Anna  A.  Streibich. 

1907  Lora  A.  Kuhl,  Grover  Baumgartner. 

Alternates, 

Robert  Plowe,  Roberts  J.  Mann. 


Number  in  Attendance. 


1897-8 

1S98-9 

1899^ 

1900-1 

1901-2 

1902-3 

1903-4 

1904-5 

1905-6 

1906-7 

Lower  Academy- 

Men 

82 

140 

129 

110 

98 

88 

71 

102 

96 

7(y 

Women 

20 

70 

78 

106 

88 

90 

90 

89 

68 

92 

Total 

102 

210 

207 

216 

186 

178 

161 

191 

164 

168 

Higher  Academy — 

Men 

tl9 

31 

42 

57 

56 

41 

55 

62 

75 

69 

Women 

11 

11 

42 

54 

51 

59 

64 

61 

63 

48 

Total 

30 

42 

84 

111 

107 

100 

119 

123 

138 

117 

College- 

Men 

16 

19 

16 

23 

31 

25 

27 

39 

39 

Women 

11 

19 

21 

31 

42 

28 

42 

42 

55 

Total 

... 

27 

38 

37 

54 

73 

53 

69 

81 

94 

Unclassified  Special- 

Men  

1 

1 

1 

3 

4 

1 

3 

4 

Women 

11 

12 

17 

8 

3 

5 

7 

4 

13 

42 

Total 

12 

13 

18 

11 

3 

9 

8 

4 

16 

46 

Graduate — 

Men 

1 

2 

1 

1 

3 

Women 

1 

3 

2 

1 

2 

3 

7 

Total 

... 

... 

... 

2 

3 

4 

2 

3 

3 

10 

Total,  School  of  Arts 

and  Science- 

Men  

102 

188 

191 

187 

177 

166 

153 

192 

213 

191 

Women 

42 

104 

156 

190 

176 

198 

190 

198 

189 

244 

Total 

144 

292 

347 

377 

353 

364 

343 

390 

402 

435 

Evening  School— 

Men 

85 

Women 

35 

Total 

120 

... 

... 

... 

... 

... 

... 

Summer  School — 

Men 

29 

38 

50 

50 

Women 

26 

32 

30 

48 

Total 

... 

... 

55 

70 

80 

98 

*Horological  School- 

Men 

92 

98 

113 

116 

93 

134 

194 

Women 

1 

2 

2 

4 

2 

4 

Total 

93 

98 

115 

118 

97 

136 

198 

Deduct  counted  twice 

4 

4 

7 

5 

9 

Grand  Totals 

260 

292 

347 

470 

451 

479 

512 

550 

613 

722 

tDuring  the  first  year  Higher  Academy  and  College  Students  were 
listed  together. 

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RETURN      CIRCULATION  DEPARTMENT 
TObh^       202  Main  Library 

LOAN  PERIOD  1 
HOME  USE 

2 

3 

4 

5 

6 

ALL  BOOKS  AAAY  BE  RECALLED  AFTER  7  DAYS 

1 -month  loons  may  be  renewed  by  calling  642-3405 

6-month  loons  moy  be  recharged  by  bringing  books  to  Circulation  Desk 

Renewals  and  recharges  may  be  mode  4  days  prior  to  due  dote 

DUE  AS  STAMPED  BELOW 

T      i 

ft                     Ul 

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C-^         "^^         _1 

3  ^    ^ 

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FORM  NO  DD  6    40m  10'  77      UNIVERSITY  OF  CALIFORNIA,  BERKELEY 

BERKELEY.  CA  94720 

'IBvc^olle^ 


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